Orders and Organizations: 8

When a teaching is brought through and expresses it can take any form and use any tools to convey what is needed. The same can be said about an organization, for it is an extension of that teaching. The ordering of an outer organization in a sense also reflects the inner order, but that is more difficult to see.

What is apparent though is that the person or persons who have responsibility for either bringing through the teaching and/or establishing and building the order, will have to operate from the station and point of view of inner awareness and cooperative guidance in order to do the work correctly. It cannot ever be by outer considerations or based upon other established forms, methods, or structures. Usually, it is the same person who "starts" the order and conveys the teaching.

Because the outer forms or structures of any teaching can take any forms that are appropriate, it is easier to indicate when a form has crystallized or outlived its usefulness than it is to say if it is real and useful. However, there will be certain overall characteristics of a vibrant, living teaching and an order in harmony with its source.

There will be a fluidity of function. What may seem appropriate at one time will or may change at any other time. There is a point of view and actual encompassing of and by the Order Bringer that includes the scope and body of the order all within that person. The mind, heart, and breath expand to both include and be in touch with all the members. The leader, Pir, or director (by whatever title) of the order will be able to harmonize the separate parts into a unified whole. The forms that this takes are more on an unseen rather than the outer basis. It is conveyed both through an initiatic structure and process and also the integration of breath, heart, and mind.

The outer work of the teaching also reflects the inner or more refined. It can take any form that is needed. There is a nice story of "Three Visits to a Sage" which illustrates this. It is about people who come to a teacher who is attempting to introduce and accomplish different corrections. Each time they visit, the outer teaching is different and each time there are various reactions of like or dislike, affinity or repulsion.

There are certain characteristics of a teaching though that can also be indicators of it being vibrant, alive, and responsive. Then, for both an order and its initiatic processes and methods, and a teaching, there are many more indicators of its deterioration or becoming crystallized or reflecting a conditioned attitude or approach.

For an order, here are some indications it is alive and functional. They will be present from the point of view of at least the person with the central responsibility of coordinating the order and preferably also by those who are bringing forth the teachings.

• There is an awareness of those who comprise the order - on all levels.
• There is the ability to communicate with and feel the presence of those in the order.
• There is an understanding, feeling, and awareness of the underlying form, pattern, and structure of the order.
• There is an awareness of the purposes and goals of the order, both immediate and long term.
• There is the ability to accommodate the presence of those within the lineage or chain of the order, and both see and feel from their point of view.
• There is an understanding and awareness of the relationship of the order to that of other teachings and orderings.
• There is a sense of unity within both the order and the overall structuring.
• There is a common purpose and both a feeling and knowing of working together as part of one whole.
• There is a sense of unity between the order, the people who make it up, and with people and beings of other teachings and orders.
• There is not a sense or feeling of "us and them".
• There is no competition within the inner grouping, but rather a feeling of being complementary.
• There is an easy sharing and consideration of others.

For the director, leader, coordinator, Pir, or other person named in charge of heading the order, there will, in addition to the above, be the ability to function with form, pattern, will, mind, and breath in the integration of the order. There will be an overall ability to include all members of the order, the underlying and interpenetrating structure within one heart, being and awareness, and to hold it there with any concentration that is needed. There will be the conveyance of instruction, guidance, and inspiration through the channels of breath, mind, and feelings when appropriate; and that awareness of communication and guidance will be maintained and expressed as needed when working outwardly as well as inwardly. As only one small example of activity, he may, among many other things, use will to work with thought forms, and utilize energy in that process. This is applied on the level of pattern.

The following elements are also indications of aliveness and responsiveness of an order:

• Initiation will be inner based rather than outer.
• Not all people seeking initiation will be accepted.
• There will be varied waiting times and pre-consideration based upon the individual.
• There will be a central positive indication that the person should be initiated.
• While there may be general teachings, readings, or courses that are asked of pre-initiated; these will not override inner knowing. They are not required, but are treated as suggested general guides and may be adapted to the person.
• There will never be a passage of money to get initiated.
• Although there may be ritual, it is not necessary and can be changed or done away with at any time or in any circumstance.
• There will not be tying to an outer organization, personality, or person to be obeyed. The inner will rule the outer.
• There will not necessarily be dues, fees, or tithing to be a member of an order.
• There will not be pressure to conform.

For the teaching, this too has outer form that may be recognizable as reflections of vibrancy and aliveness. The process of conveyance of the Teaching is fluid and responsive to the needs of the persons, place, and time. All other things are subordinate to that.

• What is conveyed is what is needed, not more or less.
• The teaching can take any form.
• Real learning is different that outer traditional learning and must be approached correctly.
• One of the initial and continuing lessons in learning is learning how to learn. This is stessed over memorization, recitation, and accumulation of fact.
• The acceptance of people into a grouping is based upon their capacity and ability to integrate rather than their past "credits", states, or positions, and rather than random or self-selection, or expressed intent.
• The capacity to learn is stressed over outer knowledge.
• The teaching is conveyed differently for different people or at various times or in various settings.
• There is a spontaneity and newness of expression each time there is a meeting or gathering.
• The work is tailored to the individual.
• There is interaction that is specific in addition to general when it is warranted.
• There is not a building up or satisfaction of the individual or group through praise or setting oneself above another.
• There is a cutting off of a process or teaching if it is not having the desired effect. That there is no need to continue something if it is either not working or a different of varied approach is what is called for.
• That any of these "rules" can be broken and substituted with anything else that is appropriate at the time; and that none of these are rules.