Alchemical Garden Forum

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School Etiquette

Good discussion refines us human beings, and therefore we strive to be mindful what is good and what bad for communication.

School Etiquette

Our School forum stem hosts the shared training ground for both beginners and committed practitioners.

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  School

The training ground for beginners and committed practitioners.
forum.alchemical.garden

Despite the connotations which the name "School" might bring, we offer no unified training or certification.


Introduction

We acknowledge the standards of interaction that you would find in Japanese budo-style martial arts or their Chinese equivalents, but we aren't strict traditionalists or demanding ritualized steps to follow. It's more of a point that we invite people to participate in hospitable and open spirit, thus we oppose intentional breaches of anyone's personal boundaries which violate that friendly trust. This is basic self-defense and appraising humane worth to everyone.

This set of instructive etiquette is meant for people who are uncertain about what is right and wrong conduct. Therefore, sit still and set yourself straight. However, we want to offer insight through examining the freedom of choice. The alternative of directly imposing strict if-else regulations is what other places may do.

Imagine a campfire setting and open your heart. Now, let the following tales take you to assume the role of three student types in changing circumstances. Only one of them is wise (✅ Student C) and doesn't make a big deal about oneself. The two others act with unhealthy self-consciousness: first (❌ Student A) with self-negation and the second (❌ Student B) with self-adoration. If you want to enhance the learning, then you may keep asking yourself: Why is selflessness so integral to ethics and wisdom?


1. Trust and Respect for Seniors and Teachers

Student A: You overadapt and try to suck up to people who seem impressive with their long training record and fanciful experiences. Much of what is told around here you take for granted without weighing it with your intuitive feelings and commonsense reason if things could really be exactly like told. You forget that seniors and teachers are ordinary humans and capable of error. There is a danger of losing individuality and free will if you try to follow others too closely.

Student B: You pass offhanded insults in order to look better or cajole others in order to bargain for favors. You try to instigate penis measuring contest or burden others with obligations that you are entitled to receive. You are not here to learn and grow as a person, but to play insincere games and feed your ego. Your skepticism is abusive and partial. You give yourself all the benefit of doubt.

Student C: Cultures and societies may differ, but you have good faith that your seniors and teachers know what they are talking about for having gone through the all the ropes and motions themselves. You realize that you don't need to follow anyone or any particular teaching. If you are skeptical about what is shared, then you raise it with concern and sincerity, not to be a contrarian or a prick.

Lessons: Healthy personal borders, free will, and genuine investigation.


2. Honest Appraisal over False Egalitarianism

Student A: You are sincere, but consciously avoiding shadows and other dark aspects of your psychology. This fear reflects in that you want easy and comfortable solutions that lull into false security and shallow spiritual hype. You are shaky and push for the acceptance of superficial jargon and morally empowered egalitarianism, often to the point that you are absolutely calling every practice as perfectly equal with the barest of practical concern.

Student B: You seek meditation as a means of gaining easy bliss, power, and material comfort. You are not genuinely interested in the ethical side complementing formal practice, but flirt with moral relativism and egalitarian guises how the teachings should apply and be available. Your calls for decency hide self-concern and insincere hypocrisy, which makes your morality adjustable if the situation allows for it. You may admire how some people seem "strong leaders" and have personality cults when in fact such behavior often indicates an abusive egoist and the guaranteed lack of progress. Yet you also are complaining why you aren't promptly invited to receive exclusive teachings and therefore trying to worm your way in.

Student C: You realize that self-development is mostly a technical affair and the result of sincere self-investigation, no matter how painful. For you it's life affirming to have a critical and scrutinizing mind about what is useful and what not: these two options are not equal, so you can't have an "anything goes" bullshit. You are well aware that there are weak or fake teachings and that fraudsters or marketeers want to turn your pockets and leave you stranded.

Lessons: Too good to be true, running away instead of facing problems, every scoundrel may set up a shop.


3. Self-development and Friendship

Student A: You see others as bullies when their remarks don't fit how you see things. You entertain high expectations in order to shield a wounded self-esteem. You may want others to get involved in your identity and self-confidence issues, which makes you a snowflake and even a martyr. There's a constant sense that you don't see people in here as your peers, but as prospective nannies and guardians who ought to save you from trouble.

Student B: You have an inflated sense of self-importance and are eager to lash out on others. You love the showmanship of super kung fu voodoo fighting priest and want similarly to be respected through demonstratable power. You have superficial skill and knowledge, but want to force yourself through and experience fierce energy giving you a headtrip, despite the caution and signs of danger that others may indicate. You refuse scrutiny and think yourself knowing well enough and pushing through even better. However, what you don't have will show at all times.

Student C: You understand that chest beating and trying to impress others is not a real way to create lasting friendships and that self-development is not a competition. You like seeing your seniors as someone might disabuse you of your foolishness, not to manipulate or abuse you for money or favors. There is no place for ambition in your practice because you simply enjoy existence and its little challenges when growing up. In this way, you value friendship and good advice that encourages the subtle non-intellectual growth of wisdom and caring.

Lessons: No general license to act like a jerk, harsh sounding words may contain wisdom and compassion, personal ambition is alienating.


4. Health and Safety

Student A: You seek peers and teachers as physicians or legal assistants. Most importantly, you forget that others simply are your peers who have insight from dedicated practice, unless otherwise specified, but even with professional qualifications, they are also limited to the laws and regulations of their respective countries that may be quite different from your own. It sometimes seems as if you are seeking bandaid to stop stage 4 cancer, which is completely unrealistic.

Student B: You feel entitled to all types of professional counsel, even if it's an energetic deviation or psychosis caused by your own willful malpractice. While you may have health benefits and improvements in many areas of your life by practicing internal arts, you are hasty to disregard or condemn new changes that arise from the developing awareness that may reveal many of your life habits as unsatisfying. Therefore dissapointed of how painful your individual life path might be, you act with contempt and want to hold others responsible: As if the roadside greasy spoon or the neighborhood burger joint conspired to have you eat and expand your waistline if you eat there every day.

Student C: You readily recognize that no one else is responsible for any of your doings and feelings, good or ill. It's clear to you that nobody can take credit for your growth: you do the hard work, you praise yourself, and others may support you as a fellow practitioner. You understand where and when to seek professional medical help, and you realize that anticipating healing or, even worse, near-miraculous healing results from any practice is a constant anxity feeder.

Lessons: Taking good care of yourself, overt enthusiasm and expecting too much for healing results, liability and blaming others.


5. Contrasting Development Between Systems

Student A: You confuse spiritual talk and speculation for practicing internal arts. Your "enlightenment" by visiting disembodied spirits or angels is a difficult topic that may feel important to you, but you aren't grounded and rooted enough to see that they are always subject to close scrutiny and skepticism. Moreover, you miss that others have knowledge through historical relevance and practical application which will be how they determine if you really achieved anything but a headtrip: Chances are slim, and most of the time it will be your manic self-promotion and self-serving logic instead. You may compromise your psychological health by allowing theater to continue.

Student B: Your skills are only at a level where you feel tingles in your palms and fingertips, and therefore you have no relevance when talking with someone who can faqi (emit qi) and who feels their own internal energy like an electric shock consistently with high voltage. The same applies to your superficial understanding of internal martial arts and meditation: you claim to know a lot, and you may have experience with a lot of external styles, but this only makes your over-confidence a liability and limit to learning. Moreover, you put yourself at danger for not understanding that cross-training in internal arts can be very harmful to health.

Student C: You have keenly observed that one system may have a different road map and destination than the other, but this doesn't mean it is better or worse. If you say that a particular practice is "wrong" with respect to your system, then you make clear this is only true to your system's standards. You understand the real measure is in various immaterial skills and personal understanding which is gained through practice and ethics.

Lessons: Trainings differ for legit reasons, proof is in the result, confusing weird experiences as spiritual revelation.


6. Right Value for Others' Time and Money

Student A: You are victimized over the fact that teachers' time isn't free or that you aren't prioritized. You also ignore that being a student is not merely about money and affordability, but developing ethical character and finding wise solutions that are beneficial to all without cheapening anyone.

Student B: You encourage the thinking that spiritual progress can be bought or appropiated through clever by-passing of traditional safeguards. You defend someone trying to sell a great secret (such as the fabled Immortal Dragon Testes Gong) for a large sum of money and ridicule others who warn that this sounds a scam setup in the making.

Student C: The proper boundaries between mere discussion and professional agreements, such as pointing a person to a teacher's syllabus, is something you study close. You sincerely understand that asking for free teachings is rude and immature. If you want to receive something, then you offer a fair compensation in exchange.

Lessons: No free meals, guard your wallet, only personal work advances anyone.


7. From Ignorance to Wisdom

Student A: You don't understand that there is something wrong with getting overly-familiar. You trivialize other's learning to fit your own limited view or promote New Age Cult of Toxic Positivity Law of Attraction nonsense which actually betrays your own discomfort with being vulnerable or dealing with difficult emotional and mental situations that don't stimulate endorphins.

Student B: You are strongly caught up in some intellectual or scientific framework and presume that other views are strictly inferior or incomplete in comparison, especially if they have a magical or very personal meaning. You take training so seriously that all creative play and deviation from your preferred orthodox position feel threathening. If others share their views, then you may not properly understand that all this is in relation to their health and life conflicts, and which in turn are relative to their understanding, experience, and knowledge.

Student C: You can comfortably handle that life has room for both subjective inner truths and objective reality. You ask questions in order to learn and become more caring, not to judge others.

Lessons: Assuming too much about others, personal values, asking good questions is often more important than getting an answer.


8. Edifying Posts

Student A: "lol that's cool. idk this dantian feelz liek energy swirl out my belly buttan hmm *wink* *wink* ^_^ +1"

Student B: "i dont have much to say... really.... but i'm not talkin for sure.... bahh..."

Student C: "I can affirm that this sounds like an interesting practice and would like to see more. Perhaps you could explain in further detail? In my own practice, we might do things opposite to this, but what you describe makes logical sense within your system."

Lessons: Leaving out the juvenile and decorative posting styles that add no substance, not communicating with personal brooding, writing in a good and clear letter style that is pleasant to read and doesn't leave the reader to guess any meaning or intention.

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