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Indeed, the philosophical discipline of awareness requires a philosophical underpinning that allows the mind to let go of lesser important things and focus on the more important ones. We must always keep in mind that though students may at some point display flashes of insight and or evidences of growth it is one thing to have a “eureka” type moment as opposed to an “anrutef” moment. People can seem to be advanced in some ways while maintaining areas of looming sinkholes that can swallow the personality up in a pit of emotional despair, at other given times, signaling that more work needs to be done in other areas of the personality.
In this context the job is to encourage the positive movement towards greater understanding even if the student does not have a full picture and even if the student does not agree with the teaching or cannot yet accept it and therefore not be able to practice it yet. This ideal at this kind of stage is to at least promote the proper understanding so that at some point, when sufficient negative aryu has been cleared, then they will not just accept but also have the will to adopt the teaching. The practice leads to accepting, and adopting and practicing the teaching without holding back or pretending to be spiritual while harboring disagreements about and or desire to continue engaging the world of human relations and desires. The thought si that at least if there is understanding, the engagement with the world will at some point produce sufficient disappointments and frustrations so as to render the personality humbled enough to realize the vacuous-ness of ego opinions and worldly desires and hence force be able to apply themselves to the teaching that is less affected by personal or worldly interactions.