Urgency and the modern Teacher/Student dynamic

I felt it as a student, I see it with colleagues, and I hold it as a teacher - there is a new aspect to the modern teacher/student dynamic that was unheard of in times of yesteryear.
The traditional way of a medicine person, shaman, bean feasa, etc etc was to study with one teacher for a number of years, become an apprentice, endure their and Spirit's sometimes harsh teachings, wait your turn, and integrate the medicines learned over time. Always showing utmost respect, learning as ready to, and mastering one's craft after much diligence.
Today those who seek to dive deeper into their spiritual practice have wave upon wave of seductive workshops, a plethora of fantastic books, online focus groups and videos abound. We live in an excellent time of sharing and availability. It's accessible. Great event coordination can happen. One can pick and choose who we like best, and who to give our precious time to. If we don't like what we hear, well, there is a book at the local occult shop we might like better.

The trouble is this, this sense of urgency. With so much in our western modern world being instant gratification and with great selection, we can easily lose respect for a Teacher and hurry our learning along - because frankly, most of us are starving for something deep, soulful, purposeful and personal. And then we want to share it and "become" useful.

This is how it seems to look...

• Student is LOVING the work, super keen, and wants to know all the details (awesome!) asks their Teacher for more guidance on a subject and receives a, "Not yet". Student gets miffed and goes to Banyan or Indigo for a book on the subject.
• Teacher offers a carefully timed, in-depth, medicine offering. Student is excited and jumps ahead in the program, signs up for workshops or watches videos on those topics.
• Student registers for various similar training at the same time, undergoes different healing modalities, and starts working with multiple teachers, facilitators, instructors. These facilitators may or may not know of all the other work being done simultaneously.

Usually, the student doesn't even realize they are doing it, they are just keen and soaking up as much as they can. Sometimes they do know, and like a child asking the other parent for a treat after being told no, actively seeks out what they feel is being withheld from them.

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In traditional settings, an apprentice would never think to go to the next village over and ask a different medicine person if they didn't like their teacher's answer. To do so would end the student/teacher relationship and potentially kibosh any future relationships with other teachers. There was a trust in right timing, that things weren't withheld as a power play but for safety.

As a teacher, there may be many reasons why a question is not directly answered, or skipping ahead would be discouraged.

• A common thought is that once someone is exposed to an aspect, if they aren't fully trained in it, they may encounter significant dangers. That exposure opens them up to intense situations they may not be ready for.
• Other times topics are addressed building on top of one another, setting strong foundations first before moving into advanced levels.
• Often the motivation behind a student's driven yearning is not one of self development and healing but purely for career gains, which in itself may be part of the lesson.
• Then of course there is the issue of conflicting methods, alternate ways of working, and different value systems - which are fantastic but often confusing when one is looking for clear direction.
• Some teachers are distanced from their students and their actions. Some hold them too tightly and micromanage. Many though are mindfully, energetically caring for each student, supporting them in cultivating their own experiential knowings, and are involved with emotional, spiritual and practical support. When unknown work is being done or too much work too fast occurs, breakdowns and overwhelm easily follow. 
• When one has worked for years co-creating a personal medicine way, sometimes the sharing is free and easy, other times it is too deeply personal of a relationship. It might be how to create a specific elixir,  which herbs were being burned during a healing session, or a ceremonial process. Sometimes when we aren't told "how to", it not only protects that person's medicine way, it also frees the inquirer to establish their own deep and personal relationship in a manner that resonates as truer than if they were simply told about it.

For me as a student this unfolded when I naturally discovered how well channeling Reiki while in a shamanic journey went together for me. Shortly after, I found a book on melding various traditional shamanic healing techniques (that I hadn't been taught and trained in yet and didn't know were coming) with Reiki energy work. When she found out, my teacher at the time strictly did not allow me to blend the two modalities until much later when my apprenticeship was ending and it appeared again, unfolding as a personal medicine way for me. Initially at the time however, I was shocked, dismayed, and confused why I couldn't pursue an aspect I felt really called to and natural about. I had to trust her. Trust that spending the time to deeply get to know my shamanic practice separately held significant value (it did) and trust that I came to study with her to set a solid foundation to expand on through personal experiences over time. It's true. Learning something through doing it "the long way" holds a deeper knowing. When I experienced the intricacies of the shamanic techniques and saw the dangers that could be encountered - I understood. Now the two modalities seamlessly come together within a session, my guides support the energy work when its time for it and spontaneously attuned me to frequencies other than Reiki during an initiation period. Now when energy work is happening within a journey I can differentiate its source and purpose. Sometimes different things can appear very similar.

Yep, I could have asked another teacher what they thought about it and searched for confirmations. I could have trusted the book instead. I could have trusted what my guides were showing me at the time - and likely would have had a rockier road to getting where I am today. This path is not known for its "smooth sailing" after all.

As a teacher, these situations call for delicacy as well as trust. Trust in our work, in the student, trust in right-timing and the ability of both participants. Trust that our ego isn't driving the boat in deciding what should or should not be for another. Trust in the student as a creative, resourceful and whole person. Trust in the balance between holding and guiding a being of free will, or being too controlling or nonchalant about it. And the delicacy to be able to sometimes say No without tearing away at that trust.

A most important cue for both sides - is a sense of urgency. When either participant is acting on feelings of urgency, that is a big cue to step back.

Whether a student or teacher, I wish you blessings on your slow cooked processes.

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