Ethics and Spiritual Teaching Panel at the Science and Nonduality Conference

• Questioning whether higher consciousness and ethical behavior are tightly correlated.
• The founding of
  the Association for Spiritual Integrity (formerly the Association of Professional Spiritual Teachers).
• The attempt to formulate a code of ethics that might applyuniversally in the contemporary spiritual community and enliven anunderstanding of what may or may not be appropriate, giving students greaterconfidence in their own discernment and discrimination.
• Ancient traditions held the teacher beyond reproach andstudents surrendered their own will. This may have worked in monastic settingsbut generally does not work today.
• Preventative support so we’re not busy doing cleanup.
• Power hierarchies should not be an essential part ofspiritual development and can lead to abuses.
• Spiritual awakening does not necessarily qualify a person tooffer advice on relationships, finances, etc.
• Ethical training of some sort is integral to most honoredtraditions.
• The issue of sexism and patriarchy in spiritualorganizations.
• Entering the teaching profession prematurely.
• All too often, when teachers are challenged on theirbehavior, they ignore the challenger or become defensive.
• How do we offer the possibility for redemption and atonement?
• Moving away from a culture of competition to one ofcooperation.
• The importance of humility.
• The importance of teachers not identifying with their roleand thinking that students’ devotion is about them.
• South Africa’s “Truth and Reconciliation” as a model.

Discussion of this panel in the BatGap Community Facebook Group.

Recorded October 27, 2018

Video and audio below. Audio also available as a Podcast.

A Discussion on Teacher-Student Romantic Relationships

• The Association for Spiritual Integrity does not have a moralistic, judgmental orientation. It’s a community endeavor. We don’t agree among ourselves on certain points. We’re trying to balance our subjectiveperspectives with standards that fit our contemporary culture.
• A key point of disagreement is the issue of teacher-studentromantic/sexual relationships. None of us are rigid or adamant in our opinions.We’re trying to work it out.
• There are exceptions to every generality. In graduateschool, psychotherapists are taught that it will never be appropriate for therapistsand their clients to become partners.
• Relationships tend to be the most challenging aspect ofpeople’s lives. These challenges shouldn’t bleed into a teacher’s teachingactivities.

• When a teacher/student or therapist/client relationship transitions into romantic involvement, the potential for growth is undermined.
• Sometimes “divine compulsion” arises in your spiritual path, shattering your conception of appropriate behavior.
• The problem with teachers who haven’t transcended desire and explored their own shadow.
• There can be a huge disparity between the apparent enlightenment of a teacher and their behavior.
• Isolation and being closed to constructive criticism can be very dangerous for a teacher.
• If a teacher doesn’t have friends other than his students, he might want to ask why. If he doesn’t have regular relationships and is always on a pedestal, he won’t get real-world feedback.
• The culture is changing anyway. We’re just trying to give voice to values that are becoming lively in collective consciousness.
• There can be a lot of practice involved in having your actions be a reflection of your deepest understanding.

Discussion of this panel in the BatGap Community Facebook Group.

Recorded October 26, 2018

Other BatGap episodes with these participants:

• Jac O’Keeffe
  • First interview
  • SAND panel discussion
• Craig Holliday
  • First interview
  • Panel discussion at Sofia University, part 1
  • Panel discussion at Sofia University, part 2
• Caverly Morgan
  • First interview

Video and audio below. Audio also available as a Podcast.

Recorded October 26, 2018

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