080 - The Guru Trap and the Golden Shadow

Portals of Perception

The teacher-student dynamic has been central for the unfolding story of humanity. Although universities began to emerge in Europe in the 11th and 12th centuries, the modern education system only developed during the Industrial Revolution, in part for adults to be able to go to work in factories. Modern education focused on exterior knowledge of the physical world and was shaped by scientific orientation. It also included learning and development of skills. These were mostly physical and mental skills that would facilitate participation in the workforce and employability.

What was largely left out of modern education was the interior and the character development journey. Modern education had no capacity to address this need. It was left for the priest, rabbi, lama, and the guru-teacher. The therapist was added later.

Anyone aspiring to deeper self-insight and understanding and the pursuit of perennial wisdom, both in the East and the West, needed to find the teacher and often the community where the quest for truth and self-knowledge could be supported.

Recent decades brought new realizations about the dynamic between a searching student and their spiritual teacher. In this conversation between Aviv Shahar and longtime Portals friend Jeff Vander Clute, author of Beyond Every Teaching, they trace the teacher’s journey, the identification trap for both teacher and student, and the golden shadow phenomenon. They also are reflecting on the kinds of ethical evolutionary communities that are arising now to address these challenges.

These ponders come at a critical time. We’ve explored on Portals the post-guru quest and the search for truth as new creative capacities come online with the activation of Homo Universalis, the universal human. We can integrate with the new incoming evolutionary impulse as self-authored and self-responsible — our own pathfinders with the help of others around us.

Among their insights:

• If the teacher identifies with the students’ love and admiration, or with their criticism, they begin to be more attuned to their students rather than the original purpose or the ineffable source.
• A pathology of communities that decide to do away with teachers is to bounce to the other side of the polarity and not adopt any form of internal structure.
• We are in the post-guru phase and the resolution of the story is that the collective — the mutualized ecology and distributed body of people that we are — can become the teaching agency.
• This is about us as human beings learning to handle power safely before we can become universalized, where the power levels intensify; we go through many tests in our life and experience.
• For as long as we are in the flesh, we will have unfinished business that needs tending to, whatever the degree of enlightenment, even of a teacher. Nobody is exonerated.

This conversation is part of the continuing Portals discovery into what is emerging on the frontiers of human experience in this time of profound change. Information about upcoming special events can be found on the Events page. Also visit and subscribe to our YouTube channel.

TWEETABLE QUOTES

“And I would say a great way to realize the confirmation, not just the knowing, which could be abstract, to imbibe life and the experiences that life brings through interactions with students through interactions with anyone on the street. And to bring oneself into contact with the world is perhaps the most powerful way, not only to be confirmed in what one knows, you can think of the world as the playground for one’s spirituality, and more than that, the testing ground, but also to go deeper. And not only be in the cave from time to time, but to become the cave. So there’s no longer a need to go off to the cave. That happens when the inner and the outer are reconciled, unified, and ultimately seamlessly integrated.” (Jeff)

“It’s well said and I’m seeing the value of the dysfunction in bringing attention and awareness to the higher potential for the teaching and for the teacher. And, as you said, if we start with the goal of empowering, enabling everyone to have their own source connection, source realization, it does flow more smoothly. And if there’s dissonance, that’s a great indication that maybe we could be, maybe it’s time, maybe doing more of that, maybe it wasn’t time before. So the dissonance is valuable.” (Jeff)

“The trap is there already, it's always ever present, and unless we continually work with it we are captured by the ghostly behaviors, the ghostly patterns, of this trap. For as long as we are in the flesh, even when we feel that we have worked through all our disowned content, there will always be more patterns that with greater power, and with greater intensity, and with greater illumination will come to the surface.” (Aviv)

“Now what I'm describing here, in some way, is a central feature of the human experience, even in the child-parent relationship. We each, as children, we had the first moment when we said, well, my father, my mother - hopefully a little later than earlier - and there was, okay, they are human beings, too. They're flawed in their way, they have their weaknesses. And many of us experienced it very early in childhood, for some of us it came later. So there is a disillusionment crisis the student now experiences in relation to the teacher.” (Aviv)

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The Guru Trap and the Golden Shadow