Spiritual guidance: the violin teacher analogy 2

After reading the first posts here, a friend suggested to expand a little on the violin teacher analogy. He also asked whether I was aware that my writings perhaps will not make much sense to people who do not have some firsthand experience with a spiritual movement and its organization.

[Yes I'm aware of this. This blog, although meant for all, probably has as imagined primary audience: people with a firsthand experience of a spiritual movement, who are struggling, like I was struggling, to put things into some perspective that makes sense on both the heart level and the head level. I hope that also `novices' and other spiritually interested people will find some things useful. Maybe later I will provide some details on the movement that I participated in (for 12 yrs), but for now I'm content to look at general issues having to do with many if not most spiritual movements.]

Let me take another look at the violin teacher analogy. A good violin teacher -imnsho- knows she can only teach well by devoting personal attention, tailormade even, to her students. How many students can one violin teacher therefore have at any given time? And why do we have so many amazing violinists? It can only be because, by devoting her personal attention, skill, love, motivation to her students, enough of her students grow out to be future violin teachers themselves.

But none of these students is required to play the violin in precisely the same way as the teacher. Because a good teacher -yes, imnsho- recognizes the true individuality of each of her students, recognizes her own limitations, and simply tries to help her students bring out the best in themselves.

Is there any need for her students to `surrender completely' to their teacher? Do they need absolute, unquestioning trust? Is immaculate obedience a sign of progression? Or would you, as a teacher, be happier if your student said: Well dear teacher, that is probably fine for you but it doesn't work for me. I'm going to play this largo part intensely emotional, to follow it up with a very subdued allegretto ending. And by the way I think Mozart is for restaurants only, I would like to concentrate on Prokofiev for the time being.

It takes time for a good violin teacher-student relationship to develop. The teacher is happy when the student becomes a master himself, becomes independent, and maybe a teacher himself too. There is no need for orthodoxy, because the love of music is such an obvious and overriding aspect of the whole violin undertaking -if this undertaking has any quality. And imnsho true love is never orthodox.

On the other hand, orthodoxy is seen to abound in spiritual movements.

`The Great Saint Bahjamahanuji, affectionately known as Bahji, said: Obedience is the highest form of Realization. Start your day at dawn with a pure Longing in your heart, repeating these words in your mind:

Oh Divine One
Oh Guruji
To be with You
is to liberate our hearts
from the Slavery of Material Existence
You are the Path
and the One to guide us to the Goal

Performing this prayer precisely as prescribed will benefit a practising aspirant in a most effective way. It is very important to use these precise words, since they carry a special spiritual charge. The Prayer was revealed to Shri Bahjamahanuji by his Master , Shri Ram Krasnapolsi, in a Vision.'


So I do not hesitate to oppose love and orthodoxy. And true guidance to me is the opposite of mass guidance. Because if a violin teacher has more than -well let's be real optimistic here- a hundred students at a time, how much personal attention is this teacher able to give each student?