Transparency, Intimacy and the Model of Education - Part 1

For those that walk the path inwardly to re connect with the true and divinely appointed aspects of their being, there arises at a certain juncture an offered invitation to embrace the twin ‘virtues’ of transparency and intimacy. At this point, we quickly realise that the quality of these twins is not at all what the current model of education, and society at large, have previously instructed them to be. Nor is their actual significance to be found in any dictionary or thesaurus anywhere on the globe it seems.

By contrast, any such search reveals naught but the extensive corruption of two vibrational qualities whose depth and scope of expression is unheard of precisely because it has been suppressed, never to be heard of, nor made manifest in human society.

This article presents aspects of this corruption, particularly as it pertains to the current model of education. It equally offers some emerging insights about the truth of these qualities and how they relate to the truth of our origins and nascent quality of our Being, as well as our original, divine expression and its true intelligence.

Transparency and Truth

We live in a world where we are all defined by our roles and titles, and we perceive ourselves and others as an aggregate of the attributes associated with these. We present to the world that we are a mother, a father, a son, an accountant, a teacher, a great soccer player, a religious person or an atheist. In the same vein, we define ourselves by our tastes and preferences so we can say that we ‘love’ gardening or driving fast cars; that we are into travel or are a home bird; that we prefer this TV channel as opposed to that one; that we are a tea drinker or a coffee drinker.

None of this cuts to the core of what we are within. Indeed, what we are within remains buried by these self-same definitions, only occasionally allowed out for an airing, perhaps shared with the one or two people that we feel safe enough with to do so. Sharing ourselves has been horrifically reduced to sharing what we like and dislike, our hobbies, our preferred sporting team, our tastes in food and alcohol, in exactly the same vein as a social media or online dating profile. This is our contrived normality.

Yet true transparency is about the unapologetic sharing of all that we are innately. It is about expressing from the depths of our essence the joy that we naturally feel when we are connected with, and are moving in response to, this inner divinity.

Transparency is about allowing all of this inner to unashamedly be the outer, to be visually sighted, sensed and felt by all in the externalised, gorgeously human world, so that all are confirmed that they too are this; that all have the capacity to be and express this nascent divinity as a human being.

Rather than exclusively displaying what we are, warts or imperfections and all, we display the grandness of what we are and the immeasurably divine potency of what sources us. In this, the ‘warts’ of our previous diminished state simply fall away or present as the readily discard-able minor human imperfections and flaws that they are.

Transparency or Accountability?

In the current model of education, and in the corporate world itself, we have substituted the concept and expectation of accountability in lieu of true transparency.

This is not to say that as professionals we are not to be accountable for what we do in our daily work practice; it benefits us all when we accept responsibility for our actions and equally when we are answerable to our community and our employer. However, as the current definition of accountability stands, it brings an exclusive emphasis on the material world and the physical proof of what is being, or has been, done, in absolute (even deliberate) ignorance of the energetic quality of how it was done, and usually, in the absence of our quality in that execution.

In real terms, this translates to one ticking all the boxes and looking good, whilst the foundations can be up to 100% corrupt.

As one example, on a global scale, so much of politics and business is currently being exposed as based on false and self-serving foundations. Yet such businesses and political parties most often tick all the boxes and are suitably accountable in terms of the legalities, whilst also working the various angles of 'lawfulness', rather than being truly ethical and serving of all. This is revealing how the foundational intent was never to be truly in the service of customers or clients, but rather to feather one’s own corporate nest at the expense of others, whilst sustaining a socially acceptable deference to the legalities and policies associated with one’s business or profession.

Thus, actual transparency is well buried under these dense concrete coffins of self and corporate gratification, and then further concealed and protected by the systemic walls of legal accountability.

Under such a model, people, all of us, are reduced to flaunting our place in the systemic pecking order, rather than presenting the transparency of what we are.

The Reductionism of Intimacy

The term intimacy, in the same vein as the term love in the name of this website, is one of the most bastardised terms in the English language, or indeed, within any language, so much so that intimacy is not a word that is applied, or even heard of, in any contexts of education.

Why is this when, perhaps, the true (ancient) disciplines associated with the vibrational quality that is intimacy, could be significant for the foundations of any true education?

How did we arrive at a grossly reduced definition of the term intimacy? What is the extent of the deliberate corruption of its original meaning, a meaning that corresponds directly to the vibrational integrity of intimacy behind the word itself and, indeed, the quality that birthed the word.

It is the vibrational integrity of intimacy that actually birthed the word itself, as the word ‘love’ was birthed by the true vibration of love. The same applies to all words~ it is always energy first, with the word following the energy. In effect, we often use the word as an access point directly into the expansive energy that the word simply represents but does not encompass.

Conversely, the corruption of the vibrational integrity of words begins and intensifies when we - in reverse - allow the application of words to vibrations or qualities of energy that are no longer identical to the actual, originating vibration. Hence, the word love now has innumerable ‘meanings’ and is applied to many different qualities that are far, far removed from the original vibrational integrity of what Love is energetically. As this occurs, multiple ‘meanings’ arise and then confusion abounds. We find ourselves in the original Tower of Babel.

With the word intimacy, there are multiple grotesque faces to the corruption and indeed, many questionable motives as to why the word was tainted in this way, so that any potential for true intimacy between teacher and student, among students themselves, and among teachers and all ancillary staff within education never occur.

True intimacy here refers to the factor of the transparent sharing of all the qualities of one’s inner essence with another so that the same is confirmed or ignited within everybody.

A Corrupted Residue

A corrupted residue of the true and original vibrational quality, intent and purpose of intimacy can be seen in the eastern religious traditions of guru and disciple.

The guru represents a higher level of spiritual attainment in comparison to the disciple or neophyte. The relative spiritual superiority of the guru is often based on their having studied and given themselves over to the rituals and disciplines of their specific religion or spiritual tradition. However, the attainment represented is often of spiritual knowledge, often accompanied by a progression through some kind of hierarchical priesthood. This then confers the status of superiority and the guru is the endorsed role model for this particular sect and its teachings.

Within western religions, priests, pastors, deacons, bishops, archbishops, cardinals and others all display this alike deference to hierarchical aspiration and progression.

This is identical to what happens in education where there are experts in all the respective fields of knowledge. The same occurs in the corporate world, where brand leaders lead the charge for product supremacy.

The Original Intimacy

The religious / guru model was the initial changeling substitution for what actually occurs in the relationship between a ‘teacher’ or source of inspiration, and another. The teacher is living a depth of vibrational quality with regards to a specific attribute and this attribute is yet to be embodied in full by the ‘student’. The ‘teacher’s’ quality (e.g. a capacity for precision in words) is transparently visible or sensed, and intimacy or at one ment with the quality is naturally on offer to the ‘student’. In this example,

Intimacy is the vibrational union of the student with the quality of precision in word.

It is also the union of both the teacher and the student with this quality.

There then ignites a science where the source of inspiration, the ‘teacher,’ and the ‘aspirant’ (student) become equivalent in the same vibrational quality.

Clearly this is a far simpler way to master a skill, specifically, language in this instance, than years of arduous training in grammatical rules and conventions. In intimacy, the student is instantly at one with the quality and then unfolds the quality or skill at their own pace and in their own rhythm. Again, it would seem to be a far more efficient way to access ‘skills’ (qualities), rather than the often onerous and lengthy process of rote memorisation.

Could one reason that we undermine, and even ignore, the effortlessness of vibrational intimacy be that we have all been schooled and instructed to own knowledge as individuals?

Inevitably with this ownership, some own more than others and conversely, others own less. This separates and individuates us so that, ultimately, both the haves and the have nots both affirm the societal basis of inequity and inequality. Are we, then, collectively calling for ownership to be the prevailing quality of the structure of education and knowledge in our global society (?) when

In the simplicity of intimacy, all is offered freely ~ to all.

Transparency, Intimacy and the Model of Education - Part 2 is available here.