So here you are.

Your heart has opened. You have an instinctive sense of compassion.

At the same time, your psychic abilities have woken up and you find yourself sensitive to energies and atmospheres, perhaps with some mystic intuitions and impressions.

Where do you go now?

In the Greco-Roman culture two thousand years ago, you would have sought entrance to one of the Mystery Schools. There, through ritual, sacred drama and direct teaching, you would have been introduced to the Mysteries.

Across the world, other traditions were providing similar mystic and esoteric trainings, but using different ceremonies and symbols. Look to the Druids, or Taoists, or Hopis, for examples.

In this blog I want to suggest some features of a contemporary Mystery School.

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First though we need to recognise some profound transformations that have happened in our social and cultural circumstances. These developments must, in my opinion, be influential. Let me briefly list them. They are fairly obvious, but often we do not appreciate their implications for spiritual study.

1. Global Village
   The first shift is that we now live in a global village of shared knowledge. It is no longer possible for any school or teacher to claim any special access to wisdom and spiritual connection, when there are hundreds, perhaps thousands, of other schools and teachers, some of them very good. A thousand years ago we could travel thirty miles on a good day to find a teacher. Today we can travel anywhere digitally in the blink of an eye or click of a keyboard.
2. No More Secrets
   Second, the core secrets of the Mystery Schools are now open knowledge. Historically these secrets were only divulged privately, usually after an initiation. Today they are commonplace in movies, television shows and books. Here is my brief digest of these once esoteric secrets:

• Within and behind the material world perceived by our five senses, is a more subtle world of energies, patterns and archetypes. They influence and determine the material world. We can develop senses to perceive them more fully.
• Using imagination, thought and other strategies it is possible to cooperate with and influence this subtle world and its manifestations.
• We are not just material human beings with one life, but we are souls on a long journey of learning and development; and we are supported by souls who are further along this path. More love. More compassion. More connection. More consciousness.

3. Hierarchy to Democracy
   Finally we have also to acknowledge a profound change that is happening in social and cultural structures. There is a general shift from top-down, often bullying, hierarchical leadership, towards democratic communities of networked and equal individuals. Seniorities by virtue of age, birth, gender, ordination or lineage, are being replaced by egalitarian mutual respect and natural wisdom. You will recognise that this particular shift is currently creating friction, as old hierarchies have trouble accepting this new reality.

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Given these substantial shifts – not to mention astrological and cosmic dynamics – how then might we imagine a contemporary Mystery School? What might its features be?

Here are a few ideas.

Entrance

The applicant to a Mystery School needs to self-assess as meeting these criteria:

• My heart has opened and I prioritise compassion.
• I have a sense of connection with a benevolent cosmic mystery (known by many names.)
• I have a sense of subtle energies, patterns and archetypes.
• I am humble in the face of this wondrous cosmos.
• I am responsible for myself.

Curriculum

Now to the curriculum. Here is a brief list of what I suggest would be the essential components of a contemporary Mystery School.

• Spiritual Experience
  Using person-centred teaching methods each student is enabled into a deepening daily practice of spiritual connection.
• Reflective Psychology
  Students learn the psychological dynamics of spiritual development and how to manage them. Bliss to shadow – and back again.
• Esoteric Meditation
  Students learn how to be quiet scanners and receptors, wisely guiding and assessing subtle sensations and impressions.
• Soul’s Journey
  Before birth, through life and after death, students explore the nature and purpose of this journey.
• Psychism
  Students understand their own psychic interpretive mechanism, and how best to manage and develop it.
• A Map of Subtle Dimensions and Beings
  Students explore and develop maps of subtle dimensions and beings.
• Compassionate Magic and Energy Work
  Students learn how to cooperate with and influence subtle energies to the benefit of all.

Lifelong Learning

The course, I imagine, would need to last between one and three years. After that, everyone would be supported in an ongoing community of peer support and lifelong learning.

Teachers

The teachers would need to be people who themselves practise and have experience of the topics. Most importantly they would be emotionally intelligent and could teach-facilitate in a way that respects each student’s individuality and learning style. The guru-acolyte model would be replaced with mutual respect and collegiality in the context of experiential learning.

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So those are my thoughts.

In fact, I have been pondering a modern mystery school for decades and waiting for such a school to appear.

Years ago l would have applied to be a student.

Today I might have the chutzpah to apply to be on the faculty.  I once thought that the Findhorn Foundation might be a Mystery School. Perhaps it still could be.

Over the years I have also noticed a few esoteric schools, but they have all been glued to a particular teacher or teaching, and have not practised, in my opinion, a holistic and contemporary method of student-centred learning.

Good education, including spiritual and esoteric education, builds on personal experience and not, in my opinion, on sacred texts. Authoritative and sacred texts, though, can be crucially helpful in unpacking and expanding personal experience, but this requires teachers who are wise facilitators and not proselytising a particular tradition.

One thing we need to hold in our hearts about mystery schools is their purpose.  They enable independent and self-managing adults, who are supported on the Path of Liberation, to the service of all.

All of that said, maybe it is sufficient for life itself to be the Mystery School.

On the other hand, a helping hand from loving companions is always useful.

More love. More compassion. More connection. More consciousness.

I like curious people. I do not mean people who are funny-peculiar curious (though I usually like them too.) I mean people who are enquiring and inquisitive.

This curiosity is, for me, a sign of intelligence and wisdom. Atheistic scientists can be endlessly curious. So too can spiritual seekers. Equally, both the atheists and the spiritual can imprison themselves in a fixed belief – and avoid further exploration.

There are so many mysteries.

No one can articulate how and why the cosmos came into being.

Explain what transcends time and space.

What is beyond infinity?

In neuroscience there is the forbidden territory often simply called the “C word.” C stands for consciousness. The best professors of neuroscience and psychology cannot explain how consciousness exists.

Curiosity is built into life.

We can see it in a toddler trying out anything. I once saw a toddler placing CDs into a bread toaster . . .

Perhaps plants reach up to the sun out of curiosity as much as seeking light for photosynthesis.

One perspective on spirituality is that it is never-ending curiosity. But our instinct to be curious is not only relevant to how we explore the world outside us. It is also crucial for our inner world, how we think and feel about ourselves, how we identify who we are.

This is one of the beautiful elements of psychotherapy and meditation. In those two practices we can enquire into the very essence of who we are, our emotions and thoughts, our instincts and intuitions, our relationships and habits.

Who is the I who is writing this? And why?

Why do I believe in Oneness? Perhaps it is a multiverse.

Why do I say that the universe is benevolent? Maybe it isn’t. Even then, I opt for Love.

Some cynics make passive-aggressive comments about people who are exploring spirituality. They suggest we are looking for something because we are needy, trying to fill a gaping hole of existential angst.

That criticism, perhaps accurate sometimes, completely misses that spirituality is about exploring and about expanding consciousness, curious about love, energy and connection.

Spiritual curiosity is the opposite of needy. It is sophisticated and often requires courage to ignore cultural conventions and to address our own inner shadows and negativity.

I love meditation. Inside the safety and privacy of that quiet space, I can enquire into everything. My limitations can be melted by expanded consciousness.

I am not sure what prompted this blog. Maybe it is because I have recently been meeting people on both sides of the vaccination debates and culture wars, who drop so quickly into the body language of defence and aggression (pursed lips, narrowed eyes, tense shoulders) and seem to have forgotten their intelligent and wise curiosity. It takes a while to bridge their defences and enjoy a conversation.

I love dialectics, which is the art of discussing the truth of opinions. In good conversation there can be a classic dialectic. My opinion meets your opinion, and together they create a third opinion. This resulting opinion then goes on to meet another opinion, which creates yet another opinion . . . Expansion and curiosity . . .

But like a snake swallowing its own tail, or a spiral, spiritual enquiry always seems to come home to a familiar place. Whatever my opinion, whatever your opinion, our curiosity requires benevolence and compassion.