| Throughout the system of Reiki’s global
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| | working with all five elements gives each
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| trotting and time traveling, just five
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| | practitioner a greater chance of success.
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| elements have remained consistent. Many
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| | Together these elements create a whole
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| other aspects have been removed, altered
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| | that is firm yet flexible, supporting
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| or created over the last 100 years.
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| | practitioners on their individual
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| Culturally, the system has adapted itself
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| | spiritual paths.
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| to various traditions where it has been
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| | If practitioners tread in the footsteps
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| modified to suit the moral and spiritual
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| | of Usui (metaphorically) with steadfast
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| values unique to each tradition.
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| | self-practice they will be assured of
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| Individually, it has also been molded to
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| | discovering deeper, more consistent and
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| the tastes and skills of practitioners -
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| | lasting results from the system of Reiki.
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| and yet these five basic elements have
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| | Application
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| remained. Often in the past, this
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| | The five elements appear at different
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| survival has been reliant on unusual
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| | levels of the system of Reiki. Some are
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| guises that reflect, once again, a
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| | repeated as a part of all three levels in
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| cultural or individual influence.
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| | varied forms while the importance of
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| Therefore it is easy to understand why
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| | others is restricted to just the one
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| for many practitioners today it is a
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| | level. For clarity, a table is provided
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| challenge to see the system’s five
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| | that associates the five elements and
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| elements clearly.
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| | their uses with specific levels of the
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| It has already been described how the
| |
| | system
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| basis of the system was created by a
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| | Level 1
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| Japanese man, Usui Mikao, in the early
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| | To learn to sense Ki, cultivate Ki and
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| 1900s from his own unique experiences.
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| | use this knowledge to ground and heal the
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| Usui’s blending of esoteric Buddhism
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| | self (healing others for non-professional
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| called Mikkyô, ancient Shugendô
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| | use may also be taught).
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| practices, classical samurai teachings,
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| | Gokai – Develop the spiritual and
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| and martial arts know-how produced
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| | mental connection using gokai (five
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| distinctive teachings. By utilizing
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| | precepts).
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| traditional approaches in his own
| |
| | Kokyu hô – Learn kokyu hô (breathing
|
| inimitable way his intention was to bring
| |
| | techniques) appropriate to this level to
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| about an unmasking, a revelation of what
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| | ground the student.
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| it meant to be human.
| |
| | Tenohira –The physical practice of
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| Consequently, it is not the energy itself
| |
| | tenohira (palm-healing) on the self
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| that makes this system unique but the
| |
| | others for the purpose of healing. Reiju
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| path that is walked. This path developed
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| | – Receive reiju (a blessing) from a
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| into one consisting of five elements:
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| | teacher to develop the student’s
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| gokai (daily precepts)
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| | energetic connection.
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| kokyu hô (breathing techniques)
| |
| | Level 2
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| tenohira (palm-healing)
| |
| | To learn extra tools to strengthen a
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| shirushi and jumon (symbols and mantras)
| |
| | practitioner’s knowledge and connection
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| and the receiving of reiju from a teacher
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| | with Ki. Using Ki to connect to others
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| (a blessing from which the Western
| |
| | not within physical reach for healing
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| attunement evolved)
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| | (healing others for professional use may
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| A practitioner practices the majority of
| |
| | also be taught).
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| these elements alone – gokai, kokyu ho,
| |
| | Kokyu hô – Learn kokyu hô appropriate
|
| and shirushi and jumon. Tenohira, too, is
| |
| | to this level to generate more energy.
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| practiced on oneself with the possibility
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| | Jumon and Shirushi – Learn three jumon
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| of using it on others. These elements all
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| | and three shirushi to aid the student in
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| become part of a personal daily routine
| |
| | focusing Ki and ‘becoming’ the
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| coupled with the regular receiving of
| |
| | appropriate energies.
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| reiju from a teacher where possible. When
| |
| | Reiju – Receive reiju from a teacher to
|
| brought together each of the elements
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| | develop the student’s energetic
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| exerts a separate influence on the
| |
| | connection.
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| practitioner producing a complete system
| |
| | Level 3
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| that affects powerful change.
| |
| | personal development and the passing of
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| Rewards
| |
| | the system of Reiki on to others.
|
| Using each of these five elements
| |
| | Kokyu hô – Learn kokyu hô appropriate
|
| individually is a strong practice yet
| |
| | to this level to advance deeper into
|
| when you combine them they produce a
| |
| | personal spirituality.
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| complete spiritual teaching that is
| |
| | Jumon and Shirushi – Learn one jumon
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| accessible to everyone. Each element
| |
| | and one shirushi to aid the student in
|
| supports the other, filling in the gaps
| |
| | focusing Ki and ‘becoming’ the
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| that will exist for different
| |
| | appropriate energy.
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| practitioners. No two people have the
| |
| | Reiju – Receive reiju and learn how to
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| same needs when learning. For this reason
| |
| | perform reiju on others.
|
