As a Reiki Master and teacher, we are often faced with situations that require us to exercise not only our skill and knowledge but also our discernment and intuition. One such situation is when a student expresses a desire to proceed to the Master Level, but we may have an internal sense that they are not ready or don’t have the right mindset or intentions. How do we handle such instances?
The Traditional Japanese Perspective
Historically, in Japan, Reiki masters held a high bar for students before advancing them to higher levels. This is because the Master level in Reiki is about embodying and living Reiki, not just practicing it. This understanding was respected and adhered to as part of the tradition, with students training under their masters for months or even years to exhibit a profound comprehension of Reiki and self-awareness.
In these traditional teachings, only a small percentage of those attuned to Reiki progressed to the Master level. This focus on readiness and personal growth differs from some modern Western approaches, where the emphasis is often placed more on completing the attunement process rather than ensuring the genuine readiness of the student.
The Original Reiki System and Master Teachers
In the original Usui Reiki system, the path to becoming a Reiki Master Teacher was rigorous and thorough. Dr. Usui himself would personally select students for training based on their dedication, character, and perceived potential for spiritual growth.
The chosen students would begin their training at the First Degree (Shoden) level, learning about the history, principles of Reiki, and the basic hands-on healing technique. However, becoming a master wasn’t simply about gaining knowledge or techniques, it was about personal and spiritual development.
The Second Degree (Okuden) level involved learning about symbols used in Reiki, distance healing, and mental and emotional healing techniques. It is important to note that the time taken to progress from the first to the second degree could span months or even years, depending on the student’s readiness and personal growth.
The Master Level or the Third Degree (Shinpiden) was reserved for a select few students who demonstrated profound understanding, maturity, and dedication to Reiki. This level involved learning the master symbol, and the process of attunement – the means by which one passes on the Reiki energy and techniques to others.
Becoming a teacher in the original Usui system was a profound commitment. The title of ‘Master Teacher’ was given only to those who had demonstrated the embodiment of Reiki principles in their life and had a profound mastery of the energy. Not all Reiki Masters took the additional step to become a Master Teacher – the decision to do so was a serious one and not taken lightly.
To become a Master Teacher, a Reiki Master had to undergo additional training, wherein they learned the process of attunements at all levels and were taught how to teach Reiki to others.
In the traditional system, the costs associated with Reiki training were not monetarily significant. The teacher-student relationship was based more on a long-term mentoring approach, and exchange of energy, rather than a transactional model. Students often lived with their teachers and offered their services, such as helping with daily chores or providing assistance in the teacher’s work, as a form of exchange for their training.
When Dr. Chujiro Hayashi, one of Usui’s students, started his own Reiki clinic, he began charging fees to make the practice sustainable. It’s hard to quantify the exact fee in today’s currency, but it was reportedly affordable for the common people.
However, when Reiki was introduced to the West, a more standardized fee structure was adopted for all levels of Reiki training, including the Master Teacher level. Hawayo Takata, in the late 1930s, initially did not charge for her teachings. However, later in her career, Mrs. Takata instituted a significant fee structure for Reiki Master training. She reportedly charged $10,000 for the Master training, a large sum, particularly in the 1970s. This fee was intended to ensure that students would value the training and be truly committed to it. This significant amount also reflected the high value Mrs. Takata placed on the Reiki Master training.
Trusting Your Intuition and Respecting Reiki’s Guidance
As a Reiki Master, your intuition and attunement with Reiki energy play a crucial role in determining a student’s readiness for progression. If you perceive resistance or intuit that a student isn’t prepared for the Master level, it may be a signal that the student needs more time or has unfinished work at their current level.
This situation isn’t about passing judgment, but rather about respecting Reiki’s intuitive guidance for the individual. Proceeding with the Master Level attunement when the student isn’t ready could be likened to someone being given a driver’s license before they’re ready to be on the road.
On the other hand, it’s crucial to balance your intuition with an attitude of non-judgment. If a student is drawn to the Master level or to learning Reiki, it may not be our place to determine why they have this urge. The higher self of the individual might be ready for the next step, even if we can’t immediately perceive it.
Remember, Reiki is available to everyone, and each person uses it in their unique ways to learn, enhance themselves, and heal. Trusting that everything happens for a reason, we can have faith that each individual’s journey will unfold as it should.
Maintaining the Integrity of the Group
At the same time, it is your responsibility to safeguard the integrity of your Reiki training group. Your students trust you to create and uphold a positive energy and environment for their growth. Your intuition isn’t only about gauging individual readiness, but also about ensuring a harmonious group dynamic.
In situations where a student isn’t a fit for the Master level at this time, consider being transparent and suggesting other courses that might be more suitable for them at this stage of their journey.
Encouraging Willingness and Curbing Disruption
Everyone showing willingness to learn should be embraced in your Reiki class. However, disruptive behavior that hampers the learning environment should be addressed firmly. If a student consistently disrupts the class, it may be necessary to ask them to leave.
In conclusion, as a Reiki Master and teacher, your role is multifaceted. You’re not only an instructor but also a guide, a protector of group harmony, and a conduit for Reiki’s wisdom. Trust your intuition, maintain respect for Reiki’s guidance, and uphold the integrity of your teaching environment. Your wisdom and discernment are as much a part of your students’ Reiki journey as the principles and practices you teach. There is no right or wrong at this point, all that counts is that, at the end of the day, you feel at peace with your decision.
Article by Patricia Lidia
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Patricia Lidia is a corporate engineer, writer, blogger, and coach on creativity and emotional balance. She is passionate about reading and writing, alternative therapies, and spirituality. She is a Reiki master teacher with over ten years of experience. Her aim is to help women find their emotional balance and create the life they’ve always wanted.
She resides in Timisoara, Romania. You can find her at patricialidia.ro/ or patricialidiaemotionalhealing
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