Abstract & Introduction
In this article, I want to elaborate on the concept of “Dharma, Lineage, Transmission, and the Student-Teacher Relationship” in the specific way these words are used in my World Spirituality community and specifically by the initiating teacher of the community, Dr. Marc Gafni. Marc has infused the word “Dharma” with a series of meanings which have become self-evident in our community. Because Marc has not yet written about his expansion upon the meaning of “Dharma” for the broader public, I have felt that it is necessary to do so.
The Unique Self teachings that Marc has brought into the conversation are now changing the way that enlightenment is experienced and taught around the world. In my perception, the power, love and clarity of his teaching and transmission of Unique Self enlightenment has been so profound that now, in many enlightenment circles around the world, Unique Self thinking under a host of names is virtually a given. And that although ten years ago, Unique Self Dharma was still unheard of in the enlightenment world. While this (often unconscious) adoption of the core teaching of Gafni’s Unique Self Dharma is an excellent achievement and a necessary and gorgeous step for a cogent meme to become mainstream, I find it—for the many reasons that I will discuss in this article—very important to give honor to Marc Gafni’s original inseminating work and transmission as well as to the lineage(s) that he is part of and whose wisdom he is embodying and evolving.
I, myself, have come a long way from studying cognitive concepts and maps, methods of self-transformation and healing, to studying and embodying a comprehensive dharma. The insights and discoveries I want to share with you in this article have also occurred along with the transition from being a devoted and passionate student of the Dharma to becoming more and more a teacher and lineage-holder of the Dharma myself. Specifically, I have been teaching, sharing and representing Unique Self Dharma in the German-speaking world, which in turn has deepened my own studies. So, let me share the frameworks that I have encountered and that have worked or not worked for me in relation to the teacher-student-relationship and in relation to the “Dharma.” These discernments are I believe critical for what my teacher Dr. Marc Gafni calls the “post-postmodern integral reconstruction project” which is so profoundly needed in our post-postmodern world.
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