Spiritual School

CONSTITUTION AND PRINCIPLES OF A SPIRITUAL SCHOOL

by Jan Hjalmarsson

INTRODUCTION

This document describes what a spiritual school is, what its purpose and mission is, and outlines major principles for how such a school functions. These principles are in alignment with the Teachings of the Ascended Masters, as have been given to mankind throughout history, and especially during the last century. 

In short, these teachings express that all humans in reality are spiritual beings, created by God, endowed with a Higher Self, who are destined to realize their full divine potential and Christhood, as Sons and Daughters of God, by mastering all lessons of life. This mastery will entitle them to graduate from the schoolroom of the physical dimension, or Earth, in the process of the Ascension, when final oneness with their God-Self is attained.

The term "ego", as used here, means the part of the personality that is not created by God, but instead was created by the individual when it made the choice to identify itself in separation from God. This ego is not the same as the original self-awareness of an individual, or soul, created by God, and must be gradually replaced with the Christ Mind in order for the soul to realize its full divine potential. This process is a fundamental aspect of the spiritual path. The Christ Mind, or Christ Self, is also commonly recognized as the inner teacher, or the inner voice of conscience of the heart.

In this document, when referring to students being aligned with or centered in the Christ Mind, or Christ Consciousness, this means to whatever capacity they are currently able to. It does not mean embodying full Christhood. It means that they are sincerely doing their best, with their best intentions, as they are able to in their current consciousness.

For more information on the Teachings of the Ascended Masters, a search on the internet will provide further extensive resources.

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SECTION 1. FUNDAMENTAL CONSTITUTION AND PURPOSE OF A SPIRITUAL SCHOOL

What is a spiritual school?

Definition of School: Environment and Significance for Students

* A spiritual school serves as an environment where spiritual growth and learning about oneself, life and its principles, can take place in a more optimal, structured and personal manner than can take place in the environment provided by the world as a whole. A spiritual school also serves as a protected environment, which will protect students spiritually, psychologically and physically, from elements that would obstruct their spiritual growth. The primary foundation for this environment is the Christ Consciousness embodied by teachers and students. The secondary foundation is the physical environment of the school itself.

* A spiritual school has teachers that can give the students lessons in a personal way, as are optimal for their spiritual growth. In contrast, life in general, or the world, would provide an environment that may or may not promote spiritual growth, and may possibly promote spiritual decline instead. This would include personal relationships that an individual has. In addition, many lessons of life in general in the open world would be encountered in an impersonal and random way, which the individual may or may not be ready for spiritually.

* For a school to serve students’ spiritual growth optimally, life at school must be interesting and stimulating enough for students that they see it as being significant in their life, so they keep their main attention on it for their own interest, instead of on the rest of the world, or what they can do outside of school. Such a school will represent a world in itself to the students that they find inspiring to be part of. The school is designed in such a way that the students see it as their own, in the sense that it is the place where they can learn and accomplish specific and unique things that they desire and aspire to, which they could not outside of the school.

* Being a spiritual school does not imply that spiritual teachings only are taught in the school. Classes may consist of all areas of education that will provide the students with knowledge and skills that they will need in their lives. Being spiritual means that principles are used in interactions between teachers and students, between all that are involved with the school, and in all aspects of school life, which provide optimum opportunity for spiritual growth. A school can be spiritual even if there are no classes formally dedicated to spiritual teachings, as long as the essential, foundational requirements are met.

Purpose of School: The Rationale for Its Existence

* The school exists for the primary purpose to serve the students’ education and spiritual growth. Therefore, the students are the most important part of the school in considering how the school is designed and works. Meeting the needs of the students is the school's highest priority. All school policies exist for this primary purpose. The school is designed from this foundation, in its principles, policies, program and physical design, so that students and all staff working there can create a school experience that will serve this purpose, to promote optimal learning and growth.

* In order for the students to experience their importance in being the most important part of the school, it's essential that they have a sense of ownership of the school in general, realizing that it is their school, that it exists for them and their benefit, and that this is in the primary interest of teachers as well.

* More specifically, for this to happen, the students need to have a sense of ownership of specific aspects of the school, where they are actively involved, that are "theirs", where they make specific decisions and use their creative power. These aspects will include areas of space that they manage, projects that they create, and activities that they design, including what principles such are based on.

Mission of School, and the Essence of what the School is

* The mission of the school, as a spiritual school, is to provide the students with the optimum opportunity for spiritual growth that they are capable of achieving. Spiritual growth means overcoming limitations in their psychology and approach to life, including attachments that hold them back from achieving what's essential for them. It means to gain mastery of all conditions of their consciousness, to get an understanding of what is significant in life for them, and to discover their own identity as God-free beings. This process will enable them to eventually become spiritually independent of all outer conditions. It will mean realization of Christhood, and will result in them finding their true reason for being. It will eventually result in the fulfillment of their life mission, and mastery of life's lessons so they can graduate from the schoolroom of Earth.

* The mission of the teachers in a spiritual school is to assist, direct, motivate, inspire, and in other ways provide the means for the students to expand their self-awareness and use their free will to embrace higher and higher spiritual principles, to grow in Christ consciousness, as well as to achieve all the specific skills and knowledge that are needed for working successfully in the outer world. This includes providing the school and the students with any resources and materials that are necessary for this to be accomplished, and taking the students to any relevant locations. The way the teachers accomplish their mission is by embodying the Christ consciousness, and by representing Christ, at a personal level, to the students.

* The mission of the students in a spiritual school is to use the school and its resources to the best of their ability to grow spiritually and to achieve knowledge and skills as they are able to, and as is in alignment with the school's program. This includes being open to learning, and working with teachers, staff and other students to the best of their ability to accomplish this. It includes doing their best to uphold the principles that the school represents, to see themselves as contributors to their own and everyone's experience at school, and to work for the common goal of the school to the best of their ability. As for teachers, the students will likewise accomplish their mission by responding to, and embodying the Christ consciousness, as they are able to, in their awareness and in outer expression.

* The essence of the school spiritually is the members themselves and the program and activities that they create. The actual properties, buildings and materials used are only external aids for the education to take place. Teachers, other staff and students together represent and create the school and the experience and life at the school.

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SECTION 2. FOUNDATIONAL PRINCIPLES AND VISION UPHELD IN A SPIRITUAL SCHOOL

The Immaculate Concept: 

— How Students are Viewed: as Spiritual Beings in God

In a spiritual school it is recognized that all people in reality are spiritual beings. Teachers recognize that each student is a sovereign being with its own God-given self-awareness and free will. Teachers understand and see the Christ in each student as equal to and in complete oneness with Christ in themselves. All people are seen as complete equals in God, meaning that they are created by God with infinite worth, potential and destiny. All students are valued and honored as such. This view is promoted by teachers and staff in all interactions, and students are inspired and encouraged to do this as well. To see all as complete equals in God is to practice the Immaculate Concept.

In alignment with the Immaculate Concept of students, and the view that they are the most important part of the school, it follows that they are the main focus of attention and care by teachers and staff. Keeping the immaculate concept means that teachers always address students through their higher being, or Christ self. Their higher being can only be reached through the Christ consciousness, which honors them for who they really are. From this perspective, of their higher being, any behaviors, or conditions of consciousness, which students may need to work on, can be addressed, and they will be equipped to deal with it. Being in Christ will give them support and strength to properly deal with whatever conditions that they need to address.

Any actions and behaviors committed by students are dealt with in ways that will help them transcend whatever conditions of consciousness is expressed through such behaviors. This will include examination and resolution of such conditions, as needed. However, regardless of what they do, students are always viewed and held in the highest regard spiritually, and their highest potential is envisioned. 

It is understood that this view of all, as spiritual beings, will influence all interactions to take place in alignment with this view. It is also understood that anyone becomes influenced by whatever view is projected on them. For example, holding people in low regard influences them to live up to that image. So, practicing the Immaculate Concept, and holding students in the highest view as spiritual beings, will influence them to live up to this view as well. They will be uplifted and motivated to behave well by their own initiative, and they will rise in consciousness in this process.

As Above, So Below:

— How Students Learn and Grow: as Co-Creators with God

An important aspect of the Immaculate Concept is the understanding of the reality that all people, including students, are co-creators with God, endowed with Free Will, which they use to create. In a spiritual school, creativity is rewarded, and projects and activities are always designed to inspire students to develop their creative powers in relevant ways for their learning. Students are encouraged to experiment, in order to learn the outcome of what they do. This is a fundamental aspect of their spiritual growth. It is understood that the extent to which students can develop their creative powers in action constructively, will contribute accordingly to their success in life.

The common view in many schools that students are learners in a passive way, in the way that they learn primarily by receiving knowledge and skills that teachers convey to them, is not a reflection of the full reality of who and what the students are spiritually. Such a view puts a limitation on the students, and will promote an intellectual approach to the learning process. Knowledge obtained by receiving is usually not retained well. The reality is that students will only learn efficiently if they actually are in an active mode of doing. This reality is in alignment with who they really are, namely co-creators with God. Knowledge and skills obtained from learning which takes place in an active, or creative mode, will be internalized and integrated into their being, so they can apply it as needed in their life.

When it comes to what students create, it is understood that students’ creations more or less will be reflections of their state of consciousness, and teachers see these expressions as important indications of conditions that may need to be addressed. Teachers see students’ creations as expressions of their sense of reality, and what is relevant for them. This is important knowledge for teachers in seeing how they can help them move to a higher level. In evaluating students’ creations, teachers are always careful, so they never cause students to lose their inspiration to try again, regardless of the quality of their skill level.

Considering that students are co-creators with God, and that they learn best by being creative, teachers always welcome any creative efforts on the part of the students when it comes to taking responsibility for their own learning and spiritual path. If sufficient discernment is demonstrated by students, this can include making decisions regarding how classes are designed, or how specific activities are performed or approached. It can include aspects of planning a course of study.

A spiritual teacher always rejoices when students grow to the task of being able to take charge of themselves. In this context taking charge means being in alignment with their Christ Self, so there can be no conflict between what the teacher wants and the student wants at this level. However, the point is that the teacher can and will delegate responsibility to students when they are able to handle it. A spiritual teacher will never keep students in positions of dependency on the teacher more than necessary. A spiritual teacher always welcomes good suggestions from students, demonstrating their level of discernment and willingness to take responsibility.

The Law of Free Will

God's Law of Free Will is always honored in a spiritual school. It is understood that spiritual progress can only take place when individuals learn to use their free will responsibly. It does not take place if others make choices for them. Therefore students are always encouraged to make choices for themselves, as long as the choices are in alignment with the greater vision of their teachers’ directions, their education and spiritual path.

Specifically, it is of fundamental importance that students attend a spiritual school of their own free will, for the purpose of wanting to learn and make progress spiritually. Otherwise, the benefits of attending the school can not be achieved, if the student would resist being there. So, no student is kept at a spiritual school against their own will. On the other hand, in order to be admitted to a spiritual school, all students must demonstrate sufficient evidence of motivation for attending the school when they apply for enrollment.

One important aspect of free will being honored in a spiritual school, is that students are allowed to have their own views, opinions and beliefs about anything. This includes religious faith and beliefs. At school, students are taught and guided from the Christ consciousness, which is universal in nature. Spiritual teachings are introduced and used as such when students can understand and see relevance in them, as they apply in what they do, and in life in general. The school itself and the teachers represent the universal spiritual teachings that are given by the Ascended Masters, as are applicable for the students. However, students are not required to uphold or represent any particular faith or religion. What they are asked, is to uphold the universal "good", in doing their best in general, and to be open and willing to learn.

Students are encouraged to be themselves, even if this means to be different from how most others are. They are allowed to feel as they do in any situation, and they are given opportunity to express this. In expressing how they feel or see things, they can get help from the teacher or other students to deal with their state of consciousness. If they had to suppress certain expressions of their inner state, this could not be dealt with, and their spiritual growth would be suppressed as well.

Obviously, with free will follows that there must be consequences of their choices in order for students to learn. So, free will being honored doesn't mean that anybody can do anything they want without consequences. If free will is misused in school, the law of cause and effect will ensure that creative power will be reduced in corresponding degree, in the form of restrictions, reflecting this universal law. If free will is used constructively, more creative power, or responsibility, will be granted.

In addition, allowing students to have any belief, views or feelings, doesn't mean that such are not dealt with. On the other hand, it is precisely the open approach that will allow all such states of consciousness to be properly dealt with, without judgment, so that those affected can learn and grow.

Unconditional Love: 

— Students are Loved Unconditionally

In a spiritual school all students are loved unconditionally by teachers, and are respected for who they are, in alignment with the Immaculate Concept. Regardless of what students do, teachers will still uphold their love for them as beings created by God with the highest potential. Unconditional love does not mean that improper behaviors are accepted. It means that teachers have the compassion and willingness to look into and work with any student's situation as it applies to them, and as it affects them. This includes helping them to work with any elements of their consciousness as is necessary for their spiritual progress, regardless of what such elements consist of. It includes never giving up on any student. Teachers' unconditional love for the students is expressed in their unfailing commitment to their spiritual growth.

Love is a unifying force. It serves as a bridge between all, and motivates individuals to partake of what others have to offer. If it is absent, the connection is closed, and causes a sense of separation from others. Love is also an uplifting force which creates inspiration to move up in consciousness to a higher level. Love inspires to boldness to be willing to take a step up to embrace new higher beliefs and principles in life.

Love in this context is divine love, also referred to as the love of Christ, which only seeks to uplift all life, and does not seek anything for itself. This love is complete in itself, and does by its nature cast out fear. Love also begets more of itself, so when students are loved, they are inspired to find more love in themselves, and they will be in a better position to overcome any fears or other limiting conditions in their being.

The most obvious way students experience that teachers love them, is that they feel appreciated for who they are. They are cared about, and their thoughts, opinions and feelings are valued. They are often asked how they see things, which means that teachers are interested in them and what is on their mind in a genuine way. What students share about themselves is appreciated, and teachers likewise share about themselves in open communication. In spiritual teaching moments, students experience that they are cared about when they are invited to consider a new, higher way of looking at an issue, rather than being expected to do so.

It is recognized that love or loving behavior doesn't mean that outer actions become soft or permissive in nature, or that there is no challenge involved in loving interactions. On the other hand, it is more accurate to describe Unconditional Love as a unifying, uplifting force that will seek to be of greatest benefit to all, in whatever way will work best for their spiritual growth. This includes being direct, firm and honest in expression, and at the same time showing understanding, care and loving recognition. This approach will be optimum for another person's learning.

Oneness in Christ:

— Sense of Oneness inspires to Honesty and Openness

A spiritual school is built on the Rock of Christ, meaning the Christ Consciousness. This consciousness represents all aspects of God's Reality and God's Laws that govern all life and the universe. Since God is One, the Christ Consciousness is permeated with the unifying sense that all life is One in God. This includes all people. In interactions between people, sense of Oneness in Christ inspires everyone to see a common denominator of good in each other, and a sense of commonness of purpose in general.

Oneness in Christ is a state of consciousness that considers and cares about others as much as for oneself, and does not mean human oneness, or sameness in outer appearances or values. People can appreciate others even if they are different, and others can be appreciated for their uniqueness and originality. Oneness in Christ inspires people of different ages, cultures, religions and races to interact with each other. It overlooks outer differences and sees them as insignificant compared to the fact that all are God's children.

In a spiritual school, sense of Oneness in Christ is always promoted by teachers, and in their relations with students. Teachers uphold that they have the same fundamental goal as the students, which is to learn more, and to become More in God. This sense inspires students to see any issues, goals or objectives as having a universal or common relevance for everyone, and they can thereby rise above the "us" versus "them" consciousness, which tends to cause dualistic divisions and conflicts. They can rise above the sense of "students" versus "teachers". A sense of Oneness makes everyone more open to others, and makes students more teachable. It promotes spiritual growth above the level of the ego in all. Oneness in Christ does not invalidate teachers’ mantles and function as teachers.

Sense of Oneness will inspire to openness and honesty in communication and openness to others' views as well. Only if students are motivated to be totally open and honest in every issue, can the teacher be successful in helping students optimally in their spiritual growth. If students separate themselves from Oneness, and hide things from the teacher, the teacher is not able to address and give help in those issues. To be totally open and honest to the teacher, the students must trust the teacher completely and feel that the teacher only wants the best for them. In a spiritual school, teachers promote this sense of Oneness, openness and honesty between all, and help students to have this experience as well.

In a spiritual school, sense of Oneness in the classroom is cultivated in many different ways. Teachers always respect students for who they are, and accept that their thoughts, feelings and opinions are valid in that they are allowed to have them, at the same time as they are addressed. Teachers show willingness to listen to students and to resolve any questions or fears that may be in their minds. This way they learn to trust the teacher. Asking students questions about the relevance or validity of things instead of plainly telling them can go a long way in building good communication. It shows the students that the teacher is interested in what they think at the same time as they have to sharpen their discernment. Similarly, the teacher is also honest, and tells the students plainly what is on his or her mind. 

Working toward Oneness can also consist of giving students more responsibility, if they are able to use it well. In working with rules and behavior, they are given the option to rule themselves rather than having to be subject to outer rules or the teacher to rule them. In general, just the sense that the teacher cares about them, and only has their best in mind, contributes in a major way to the sense of Oneness on the part of the students.

Hierarchy:

— Significance of Hierarchy in a Spiritual School

Hierarchy in a spiritual school, especially in regard to teachers in relation to students, is upheld as it is spiritually intended: Teachers function as step-down transformers of the light of God on behalf of the students, making teachings available in specific form that students can use. Teachers represent the authority of Christ for students. Teachers help facilitate the overall process of students’ spiritual growth in a personal way, so that this process can unfold as it is intended for each student. Teachers are responsible for the education that takes place at the school, and they function as leaders, in designing and teaching the school program. However, they also delegate responsibility and leadership to students to the extent that students are able to take relevant responsibility and leadership themselves.

If students are aligned with their Christ Self, at the level they are able to, and want to do their best, then the spirit of Oneness in Christ will permeate the experience and interaction between teachers and students in the classroom, and anywhere teaching takes place. The fact that teachers are formally "above" students in the school hierarchy will be less visible the higher this level of Oneness is. This experience of oneness, also expressed as commonness of purpose, will inspire students to see teachers as friends, as well as teachers. Students will not find reason to hide anything from their teacher, and all communication can be completely free and truthful. There will not be need for standardized answers that cover up what is really going on. This openness will enable teachers to deal with all aspects of the students’ consciousness. It will also enable and inspire students to rise in consciousness.

Oneness in Christ does not mean that there is democracy in the classroom, or that students have similar rights as the teacher, or think they have. Democracy is not an aspect of Christ consciousness. It's a system designed to assign equal rights to individuals so they can work together with less friction, regardless of what consciousness they have. Oneness in Christ doesn't give rights to anyone, it's a state of consciousness that is above competition and wanting for itself. It inspires those who share it to see a mutual commonness in God among each other, which inspires to helpfulness, cooperation and caring, with openness to others, in how they see things and what their needs are. On the part of students, it inspires them to respect teachers as teachers.

If students fall below alignment with their Christ Self and temporarily express their carnal mind or ego, the teacher will function in the capacity that will best help the students in each case. As a general rule, it is best if students can be helped to come back up to alignment with their Christ Self by their own initiative, still maintaining the sense of Oneness with the teacher. It is always best if they can learn to listen to their own internal teacher. This promotes optimal spiritual progress. In many cases this can be accomplished just by a hint from the teacher, or a simple statement or question that makes the student more self-aware, and thus in a better position to correct him- or herself.

If students display unwillingness or inability to come up higher by their own choice, either by their own initiative or after being prompted to, they will have to experience the teacher as "above" them in hierarchy, representing Christ externally to them, either as a guide who knows better, or as a disciplinarian. They have already stepped outside of the spirit of Oneness, and need to experience authority in an external form, until they come back into Oneness. In this case, the teacher will inform students firmly of what the consequences will be of their actions, and help them see clearly how their consciousness will affect their situation, and that of others.

If students still don't listen to the teacher, they demonstrate that they clearly separate themselves from the teacher, and thereby from the personal support that the teacher can offer. If this happens, the remaining option to learn will be from the impersonal law, that they will have to experience in the form of some rule or restriction that will teach the principle that separation from Oneness will limit one's freedom and creative power. Exclusion from class can be one consequence of choosing separation. Persistent and repeated behaviors of negligent nature are also indications of separation, or not listening to the teacher, and, in addition to personal guidance, impersonal rules and consequences can be needed in such cases as well.

It is important to note that any authority exercised by a teacher never is associated with blame or any projection of a negative image on any student. The teacher will always uphold unconditional love and support, in alignment with the Immaculate Concept, and invite the student to come into Oneness when he or she is ready. And, even if a student chooses separation from the teacher, he or she will only be allowed to maintain this on a temporary basis. If the student is to be part of the school, one condition for this is to accept guidance from the teacher. And, the teacher will always be willing to give this, as it will best benefit the student spiritually.

Teacher-Student Relationship:

— Essence and Purpose of the Bond between Teacher and Student

On the spiritual path, for optimum learning and progress to take place, there is a special relationship, or bond, that can be established between someone who is embodying and teaching spiritual principles and skills (the teacher), and the one who is learning (the student). This can also be called the Guru-Chela relationship. In a spiritual school, this relationship is always in effect between teacher and students. The main responsibility of a spiritual teacher is to always love, honor, inspire and guide the student to come up higher in consciousness, to grow in alignment with his or her Christ Self. The teacher will also provide the proper directions and guidelines for their mutual work.

The bond of love between teacher and student provides the foundation for all the growth and work that the teacher envisions the student to accomplish. This bond provides an open door of Oneness in Christ between the consciousness of the teacher and that of the student. The student is open and inspired to partake of what the teacher is teaching, and the student is not afraid of sharing him/herself with the teacher. The teacher is hereby free to deal with any issue in the student's consciousness, and can provide a broader and more realistic view on it for the student's benefit. This is a personal way of learning life's lessons, and has always been part of spiritual schools as the optimum way to promote spiritual progress.

But, most importantly, the bond of love between a spiritual teacher and the student provides a protected environment, which in itself will encourage and inspire the student to stay within, or even exceed the teacher's standards and expectations. There will seldom be any need to use outer rules to enforce "good" behaviors. As long as the door of Oneness between teacher and student is open, the student can and is willing to learn from his or her mistakes directly from the teacher instead of having to be subject to impersonal enforcement.

However, if the bond of love between teacher and student becomes too weak, the student will feel unprotected, and he or she will be prone to seek other attachments, which will represent lower standards than the Christ consciousness, and which will make the student more dependent on peer pressure etc. If the motivation and inspiration to be aligned with the teacher is lacking, behaviors will deviate from the teacher's standards, and there will be more need for using outer rules for enforcement of behaviors. The less of a bond of love that is present between teacher and student, the more outer rules will be necessary. The student will be subject to the law of cause and effect for his learning. This will be an impersonal way of learning life's lessons instead of personal, and is often called the hard way of learning. This way of learning is not optimal for the spiritual growth of anybody. 

It is also part of the spiritual teacher-student relationship that, as students mature spiritually, they need to make their own choices more and more independently, and learn to become gradually more independent of the teacher. The purpose of this relationship is not to create co-dependence, but instead to help students become self-sufficient spiritually, so they can deal with life successfully based on their own experience and strength. A spiritual teacher knows when it's right to let students be on their own, and when it's not. 

In a spiritual school, it is not only teachers who can function as teachers. In a spiritual sense, the role of teacher and student can be taken any time an individual can learn something from another. So, students learn that they sometimes can have something valuable to teach another student, or anybody, and another time they can be in a student's role in relation to another student, or anyone, when they have something to learn. It is important for students to become familiar and comfortable with taking either of these roles in daily situations in order to make optimum spiritual progress. Teachers encourage students to do this as well, and help students become aware when teachable moments come up or take place.

Law of Cause and Effect or Law of Karma:

— Law of Multiplication of our Talents

The environment in a spiritual school is designed in alignment with the universal Law of Cause and Effect, to serve as a mirror for students, so that they can see and learn from the effects of their actions and state of consciousness. This law is also called the Law of Karma. It is intended to teach all sons and daughters of God that they truly are co-creators with God, that their consciousness creates their experiences, and not vice-versa. The awareness of this process on behalf of students promotes a sense of total responsibility for their own lives, so that they don't have to see themselves as victims of random circumstances, but rather that they are in control of their lives by setting causes in motion in all that they do.

Teachers serve as reflectors to students in that they give students lots of feedback on their state of consciousness, including motives for doing things. Most of the time this is not expressed as evaluations, but is rather done casually or indirectly in all the usual communications that take place, for example in the form of acknowledgements of how students feel or think, or how they see things. Feedback to students also includes questions on why they experience or see things in certain ways, prompting them to sharpen their discernment. Students appreciate this, when done in balance, and where there is a good foundation in interpersonal relations. Students feel that they are cared about.

A spiritual school is set up in such a way that students will find it rewarding to step up in consciousness, that the law of cause and effect will reflect back to them more interesting experiences and give them more creative power if they do. Their life is supposed to be more enriched if they input more of their own initiative and creativity in constructive ways. If they develop skills and want to take responsibility, then they must also see results of this in their life (in school), by being given more opportunities to use their skills and be given more responsibility in relevant areas. It's essential for students to experience that the school to a large extent will become a result of their own making. Then they will truly experience themselves as co-creators with God, and they will experience ownership of the school.

For example, students’ level of consciousness will determine what teaching methods will serve best for their learning and growth. Students expressing low consciousness, in the form of motivation, initiative, sense of responsibility, or understanding of what they need to learn, need strong outer direction and guidance from the teacher in what to learn and how to achieve it. The teacher needs to plan and conduct classes and activities almost exclusively. On the other hand, the more students grow spiritually, the more they can be entrusted to take charge of their learning. This can include planning and conducting activities in classes. 

Higher consciousness means more alignment with Christ in themselves, and thereby with Christ in the teacher, meaning that students will work in close cooperation with the teacher at the same time. So, when student initiative and leadership is based on Christ consciousness, there will never be any conflict of interest with teachers or others, because it is based on Oneness.

Self-Government and Outer Rules

— Taking Dominion of Oneself or Having to be Ruled

A vital aspect of spiritual growth is learning to take dominion of oneself, or Self-Government, to align one's being with the higher purpose for which it exists, and with God's laws. Ability to govern oneself means that one is not being controlled by random emotions, thoughts, or behaviors, or by others, but instead being in a position of authority when it comes to what goes on in one's consciousness, and how it is expressed in action, in harmony with what is constructive for oneself and others. It does not mean control in the form of suppressing undesirable behaviors. It rather means ability to be in charge of oneself in a general way that is life-enhancing.

Self-government is an aspect of Christ consciousness, and manifests in the form of a certain mastery of one's being. In interactions with others, it can mean to be independent, instead of blindly following others, or current outer trends, which may be popular. It can mean to choose one's response to others in alignment with what is believed to be right, regardless of what others think. In dealing with oneself, if a certain emotion, urge, or thought comes up, self-government can mean that there is an ability to look at it, and determine if it is a good idea to follow it immediately, or possibly to choose another action. In general, it means that one is not swayed by random or irrelevant circumstances in life.

Self-government enables individuals to make proper choices in life, and to act by their own initiative, coming from within, rather than needing others or outer rules to govern their actions and behaviors. When self-government is based on Christ consciousness, such choices and actions are also guided by Christ Discernment, so they can serve what is best for all involved, and not just oneself. The term self-government is only used with this meaning here. If individuals display egotistical behaviors which may seem to be disciplined or determined, they are considered to be subject to the ego instead of truly governing themselves from the perspective of their real being.

In a spiritual school, there are certain, basic, foundational spiritual principles that students must be able and willing to apply in order to attend the school. Without them being applied by students, the school could not function as a school. These principles can also be seen as qualities, or virtues. Important ones are:

- commitment to one's education and learning

- cooperation with teachers and other students

- honesty/integrity/truthfulness in interactions and activities

- obedience/following directions in doing what one is assigned

- participation/application of oneself in school activities

- respect for others and their property

- timeliness in being where one needs to be at the assigned time

- understanding of what is safe, valid, or important

Most school rules are derived from these principles. The rules are in place because students do not yet fully embody the principles, or qualities. If they did, it would be unnecessary to create rules that dictate to students how to behave, or how they can not behave. The amount of rules, and the extent of detail that rules need to address, is dependent on students’ level of consciousness. The lower consciousness individuals have, in terms of the qualities mentioned, the more details have to be spelled out telling them what to do, and what they can not do. The higher consciousness they have, the more they will know by themselves how to behave, and the less they have to be told. Or, in other words, they are able to govern themselves more.

At the beginning level of the spiritual path, students need many rules to govern their behavior, because of lack of understanding, motivation and self-government. In areas where there is most lack, rules need to stated as restrictions, which prevent students from destructive behavior. At that level, the main goal for students is to learn to follow those rules to get into habits of appropriate behavior. When they do this, they progress spiritually at that level.

If students are of a certain age, when they have, or are ready to develop discernment, it is important for them to move to the next level. This level consists of understanding the validity of the principles that the rules that they follow are based on. So, students are encouraged to base their behavior on what is valid and relevant, and to do so by their own initiative and motivation. If they don't do this, and stay in the mode of just following rules for the sake of the rules themselves, their further spiritual growth will be held back. 

An even higher level spiritually is when students have fully internalized, and act in alignment with appropriate principles regardless of whether outer rules addressing them are stated or not. At that level those rules are irrelevant for the students. They have transcended the need to be governed by the rules. This is the level where students govern themselves. It is essential for them to attain to this level in order to fully be able to take responsibility for their education, and for their life in general. Teachers always guide and inspire students to govern themselves, as they are able to.

In a spiritual school, teachers obviously have a realistic understanding of students’ current state of consciousness, which is the basis for how they work with students and what rules they give them. However, in interactions with students, teachers generally approach them in the spirit that the students have in themselves what it takes to govern themselves, in alignment with the Immaculate Concept, rather than the students having to be limited by rules. This approach is a projection of vision, which influences the students to live up to this view. On the other hand, if students are approached as if they need to be guided or ruled most of the time, they tend to live up to such a view instead, when it is projected on them. 

It is important that the highest possible vision is held of what students are capable of achieving, and that they are encouraged to choose to be constructive by their own initiative coming from within. When they do, they are on the path to self-mastery.

Self-Transcendence

— Championing the Students’ Spiritual Quest

Self-transcendence is the essence of spiritual evolution, and of life itself. One can even say that spiritual evolution, or growth, consists of transcending oneself from a lower state of consciousness to a higher state, where one is aware of more of what is spiritual Reality, or God, in oneself and everywhere, and also is able and willing to express this in action.

The main impediments to spiritual self-transcendence are limitations of consciousness in the form of beliefs, concepts, self-images, thinking and feeling patterns, or addictions, that are held on to, in the form of attachments, which obscure what is Reality, or God. So, self-transcendence will to a large extent consist of letting go of limiting psychological conditions that are out of alignment with Reality, and replacing them with more and more of what is Real, or Christ Consciousness, which is in alignment with God's laws, which govern all life in the universe.

In a spiritual school, self-transcendence is the major, overall objective for students, and will include all their learning as well. Children and youth are already in a natural phase of their lives which primarily consists of self-transcendence in general. They are often looking for ways to be more than they currently are, in their own view of themselves, and what their abilities are. They are often up to all types of challenges to see if they dare to do and to be more than before. Adults, who often feel more solidified in their sense of self, and often feel that they are past the major learning period of their life, may need extra motivation to go back into a mode of being open to changing themselves, that they had as children, in order for them to continue to grow spiritually.

A spiritual school serves to a large extent to teach and inspire students to seek self-transcendence in a direction which is in alignment with God, or spiritual Reality. In the world, with its materialistic and limited view of the nature and purpose of human beings and of life, children and youth are instead often influenced to assimilate ideals and self-images that are based on illusions, in the form of one-sided focus on outer fame, appearance or possessions, or on examples that promote indiscriminate and ego-centered behaviors. Such examples may detract from spiritual growth rather than being of help.

People respect strength. If they encounter strong examples in spiritual teachers, or others, who have overcome common afflictions of lower human psychology, and are firmly centered in Christ Reality, they will find such examples inspiring to follow. They will see what is possible, and what can be something that they can aspire to as well.

With the consideration that a spiritual school already serves what the students in reality are seeking and aspiring to, namely self-transcendence, or becoming More, it follows that such a school naturally can become a most enjoyable and rewarding experience for them. This includes specific spiritual teachings, when such are applied at a level that is adapted to the students’ present level of consciousness. Such teachings have, by definition, the keys that the students are already actively seeking in their quest in life. Such teachings will inspire them to be more in an ultimate sense, by mastery of their beliefs, thinking, and feeling patterns, in how to gain independence from what others think, and what others do to them. They can find that their happiness doesn't have to depend on their outer conditions, but that happiness and joy is an inherent state of consciousness, based on the nature of God, which is the real nature of the students as well. 

It may well be the case that the work on self-transcendence in a spiritual school, and the students’ progress in this area, together with the expression of their creativity in all their work, together with their friends, is what contributes most to their experience of the school as a positive and exciting place to be in, as something to look forward to day after day.

From the Path of Chelaship to The Path of Christhood

— Students Growing Up to Their Own Responsibility and Discernment

The beginning stages of the spiritual path consist to a large extent of learning to become a good student. In other words, learning to obey and to follow instructions. Learning these skills are necessary for students, and they serve as an important foundation for them spiritually. Obedience is a God-quality that applies to all, regardless of their spiritual attainment. In most schools there is most awareness of this stage of spiritual development of students. However, this is also often where it ends, in terms of what is considered or understood, about the spiritual growth of students. What is often overlooked is that students can grow beyond this stage, and when they are ready, they also need to be encouraged and guided to move on to the next stage.

What is the next stage then? It is that of taking responsibility, which has two components. The first and most obvious component consists of taking relevant action based on motivation coming from within oneself to do one's best, thereby becoming less dependent on outer direction. It does not mean less obligation to follow directions when being given such, it's a matter of knowing and choosing what is the right thing to do without needing to be told or reminded of it.

The second and less obvious component consists of taking responsibility for one's knowledge and understanding of things in life. This means to develop discernment, or critical thinking skills, to be able and willing to look into and see the deeper relevance and significance of things, instead of accepting what is seen at face value. It means to be willing to look at and question one's basic assumptions about things, which may seem to bring comfort when held on to, but which will only limit oneself, until one can find real understanding. It means to base one's actions on what one understands as being relevant and significant instead of being dependent on outer directive as a rule for right action in life.

Taking responsibility, both in action and understanding, for oneself, and for conditions in one's life, is an aspect of Christhood. In a spiritual school, the Path of Christhood is taught to students when they are ready for it. This path will consist of eventually taking total responsibility for oneself, and becoming all one can be in God. Taking dominion, in mastery in life, can only be done if it comes from responsibility. 

In a spiritual school, the path of Christhood is recognized and taught as a gradual path, where students are guided to be more and more responsible. It is understood that responsibility must be chosen by an individual him- or herself, and students are worked with in such a way that they will be best equipped to make this choice. It is understood that outer direction from teachers or parents doesn't in itself make a student more responsible. Outer direction serves to manage the aspects of the student's life where the student can not yet take responsibility him- or herself. It serves to get relevant things done, and to teach the student what is right action.

One important factor helping an individual choose to take responsibility for a certain situation is that they will perceive a need to do so, that if they don't, there will be some undesirable consequence. This type of motivation can be called negative, but has its purpose for learning, and is usually connected with certain situations in the life of the individual. In school, teachers help students see clearly what is at stake in various aspects of their life at school and otherwise, in as much detail as necessary, and students are guided, encouraged and inspired to make the choice to do what is necessary in order to manage these aspects. If students don't make this choice, they will have to experience the consequences, and they may be back to having to be directed again when it comes to the issues considered.

The type of motivation to take responsibility, which comes from necessity or a sense of obligation, is usually limited to certain situations, and arises for the reason that the situations themselves exist. This type of motivation usually doesn't transfer to other situations in an individual's life, or helps a person to be more responsible in general. For this to happen, more is needed.

Positive motivation, in wanting to do one's best and be responsible in general, even when there is no specific outer necessity for it, comes from within, from an individual's sense of self, or self-image. When an individual has assumed or chosen a sense of self that is aligned with his/her higher self, or the Christ consciousness, then a sense of responsibility for oneself and for what happens in one's life will come from this self-image by itself. There will be a sense of real self-worth in this self-image, and a spontaneous desire to do one's best just out of the joy of doing so.

To help an individual assume a higher sense of self, love is an important positive motivator. Love always uplifts a person's sense of self. If students love an aspect of what they do at school, teachers usually don't have to explicitly direct them to do well in that area, or to take responsibility for it. They will usually do this spontaneously. So, teachers take this into account in making their classes interesting and meaningful for the students.

An individual's self-image is chosen by the individual, but it is to a significant extent influenced by others. In a spiritual school teachers know this, and they always hold the Immaculate Concept for students, which is in alignment with their true identity in Christ. This is a projection of vision which helps students to get the sense of real self-worth that they need to. If a teacher wants a student to become responsible, the most efficient way to help the student with this, is to project on the student the vision that they already have in themselves what it takes to be responsible, and to address them as if this is the case. The student can then step into this vision, and be better equipped to make the choice to claim this mantle of responsibility. At the same time any issue that needs to be addressed is dealt with in all necessary detail, but the student is addressed as if he or she fundamentally has what it takes to be responsible.

If the teacher instead just tells the student to be responsible, and possibly describes how important it is to be responsible, while still projecting the vision on the student that he/she is not a responsible person, the outer directive would have little effect on the student's sense of responsibility, compared to the vision that the student experiences is projected on him/herself.

On the path of Christhood, making relevant choices is necessary. To help a student do this, the teacher can give the student an option, or invitation, to choose to take responsibility, as is reasonable for the student. If the level of responsibility is reasonable for the student, the student will almost always make the choice to take it, to prove that he or she is able to. If presented with a friendly challenge, young people are usually willing to take on such, if it is reasonable for them, in order to prove themselves. If they are not able or willing to take reasonable responsibility, they are not ready for the path of Christhood. They need to continue in the mode of learning to follow directions.

The process of being presented with an option in life, and making a relevant choice, based on one's own understanding of what is relevant, is a crucial aspect of Christhood, for the spiritual growth of students. When they learn to make more and more constructive choices, and see the positive results in their life, and in school, in the form of better grades and more skills, they are on the path to self-mastery. If they merely had followed outer directions to achieve similar outer results, they could possibly have passed the outer exam, but not the inner exam, in the form of learning to take responsibility. This skill is something they will need during their whole life.

To emphasize, the invitation for students to step up and make choices because they see them as relevant, is only given to students who are ready for this level spiritually, or in other words are able to use it well. If they are not, they are still at the level of needing outer direction as a main guiding rod for what they do. Students can also shift as to where they are spiritually, so the same student can sometimes be at a higher level, being able to respond by being presented with choices, and at other times needing straight direction in what to do. And, it can also vary from issue to issue for the same student. It is up to the teacher's discernment what approach will help students most at different times and in different issues.

When it comes to students' learning critical thinking skills, sharpening their discernment, and learning to see the relevance of what they do, there are various ways teachers can help them in this process. The most basic ways consist of letting students find what they need to find themselves, and not give this to them. One can describe it as not feeding them when they need to learn to eat by themselves. Or, to help students increase their problem-solving skills when it comes to issues in life. In daily communication with students this can translate into giving students questions to consider instead of plainly telling them. Such questions often deal with the purpose, relevance or significance of things that are dealt with, so the students can find the answers in themselves. When they do, they learn to tap into the wisdom of their higher being.

Examples of questions that can help students increase their discernment:

* If you do this, what do you think will happen?

* Do you think it's reasonable to ... ?

* What do you think is the relevance or significance of this?

* Do you think it's a valid approach to ... ?

* What do you think I think about ... ?

* What approach do you think could motivate others to ... ?

* How do you think you could do this to accomplish ... ?

* Can you make a relevant choice in this, or do you need outer direction?

It is important to note that the teacher embodies a position as leader in the classroom. So questions like these are not asked in a submissive way that invites students to control the issue with their ego. The teacher asks a question firmly from a position of strength, from the Christ consciousness, inviting students to come up to the same level. The teacher expects a response at the same level. 

If students are not able or willing to respond to the teacher at the level of Christ, but tries to use a question for a lower purpose, the teacher deals with that issue instead and considers any answer from a lower state of consciousness as invalid. If the student is still not able or willing to connect with the teacher in Christ, when invited to, the teacher may simply move on, and may give the student plain direction instead in what is considered.

When students have to find answers to questions like the ones above, they gain several very important spiritual benefits. First, they have to sharpen their discernment, or critical thinking skills. Second, when students do respond at the level of Christ, or their best intent, the answer in their own mind will be in alignment with the reality of the issue, if they are asked what is reasonable for them to understand. When they formulate and give the answer, they have internalized the reality of the issue as well, which is the teacher's purpose in asking the question. This internalization would not happen if the teacher would simply provide the answer without the student’s consideration.

Other benefits for students, in being invited to consider various questions, are that their curiosity is often awakened by questions they are not used to be asked, and they do appreciate that their opinions are being considered and cared about. As a result, they will also respect and care more about what the teacher's opinions are.

To be noted is also that asking students questions is not overdone by a spiritual teacher. It is only used in balance when the moment is right for students to consider relevant questions. However, by being invited to consider questions, students will be more interested in what the teacher thinks as well, and when they ask the teacher about this, students have opened themselves up to learning from the teacher in a deeper way. A good indication of how open students are to a teacher, is to what extent they ask the teacher questions like: "What do you think about this...?" So, students learn by example, to be more considerate and respectful, when they are first treated the same way.

In a spiritual school, teachers are not holding students back in a matrix that is below them. So, if students are ready to make relevant and responsible choices in Christ, teachers are not approaching them as if they can only respond to straight direction. If they are, they will feel restricted. If students are able to understand and make relevant evaluations about issues themselves, they are not just given plain answers and explanations from the teacher in such issues. If they are, they will feel belittled. In either case, they will be held back spiritually. 

So, teachers give students room to grow spiritually as they are able to. The outer tangible proof that this is happening is when students show their own initiative towards making their classes more meaningful, and in doing more than they are required or expected to do. This can consist of making contributions that the teacher hasn't asked for, in donations, or coming up with enrichments in classes that they can learn more from. Teachers know that when they see students finding their own inspiration in making more of their classes in relevant ways, they are on the right track.

As said, a spiritual school is designed to reflect students' level of consciousness, so they can learn in a tangible way how to manage their current consciousness, and how to step out of limiting conditions to move higher. So, in order to prove that they are able to take responsibility, students are also given responsibility in school activities in corresponding degree. This is the only way they can learn and internalize that responsibility will pay off for them in their lives. And taking more and more relevant responsibility will lead them to mastery in life, which is the goal of Christhood.