What is competence in spiritual teaching? The article “Spiritual Competence” by Thomas Hübl (from the Integral Forum) offers a positive perspective.
The following excerpt was posted today by Hübl’s Team on Facebook:
Teachers and students encounter each other at different stages of development, comparable to the development from childhood to adulthood and as an awakened adult. Teachers must be aware of this and students as well as far as they are able. Encounters between the teacher and student will time and time again contain regressive elements coming from the student. The teacher must be aware of this.
If the teacher’s contact with the student is characterized by any lack of clarity concerning the student’s stage of development, this can result in the entanglements so often seen in spiritual circles.
Truly competent spiritual teachers have consciously integrated different stages of growth within their own development. A teacher must be at home on all levels and be aware of his own strengths and weaknesses if he is to be a mirror for his students. A spiritual teacher is basically nothing more than a conscious authentic reflection of various aspects of the student’s life.
Spiritual teachers need to have knowledge of relationship patterns and projections of their students, otherwise the effects of these can overshadow the mystical aspect. Idolization cannot be taken personally by teachers. These energies mostly come from non-integrated aspects or because of the overwhelming nature of transpersonal love.
An encounter between teacher and student does not primarily take place on a personal level. There is a higher level of consciousness that is very clear and this is only reflected on the personal level. This higher level of consciousness always resonates even if the student is not aware of it.
It is often perceived as an overwhelming love or a strong feeling of attraction. This is why it is important to know that these levels can intermingle, i.e. very high levels of consciousness intermingle with very personal levels. These fine nuances here are often not even perceived. And the less integrated a student is, the stronger the resulting overlap and confusion become.