Professional Integration
I see value in much of what I have read in this section. I have come to the understanding that not all people are ready for transpersonal work, per se. Particularly interesting and useful was the idea that one must have a strong ego in place before beginning any intense practice. I had not given the idea of disintegration as being so potentially dangerous. To lose oneself having never “found” oneself suggests to me that picking up the pieces would not be unlike “Humpty Dumpty”: a long, hard process that may not end well regardless of who does the work.
For me, professionally, this has made me more cautious in what reading material I suggest to my students: new ideas can stimulate contemplation that can be hurtful for souls not ready for the work. Also, I look at not only students but staff differently; this has helped me be more understanding of some of the methods they use with the kids. But more importantly, my own growth has emboldened me to the point that I will “call out” staff who are expecting certain levels of maturity, behavior, etc in ways that are hurtful to the children.
This growing education, strength, and tolerance have helped me see not only professionally but personally that transpersonal growth is sometimes messy. Ruumet’s theory of helical development seems to more realistically resemble the glorious messiness and interwoven nature of everyday, “real” life. It has been my experience that few of us are solidly in one stage of development or the other at any one time. I feel that Wilbur's theories function best as a basic outline to hang other ideas on—a sort of intellectual coat-rack if you will. In my experience, people are so rarely just one thing or the other. I use this realization at work by stepping back from situations and assessing where someone “is “before engaging in problem-solving. This has been serving to not only avoid confrontations but has allowed me to interact better with other staff and co-workers, which in the end usually gives everyone what they need.
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