How Do You Know When You Are Ready to Move Forward?
How Do Mentors Determine a Student’s Readiness to Advance?
How to Determine Your Readiness to Move Forward
Doubts about moving on to the next course arise quite often, especially at the early stages of study. The primary guideline is the very foundation upon which your education begins—the development of your own perceptions. The methodologies of the introductory courses are designed to cultivate awareness of yourself, the world around you, yourself within the world, and the world within yourself.
The goal is to reach a state in which sensations converge into understanding—a state where, with your entire being, you feel, perceive, and comprehend where it is worth expressing yourself and doing so will be effective and successful; where it is better to wait; and where the environment is so aggressive and inert that it is wiser to seek a different space for your own realization. Moreover, high-quality work with the methodologies is immediately reflected in tangible changes in your life—from improved overall well-being and the normalization of health to the formation of more effective patterns of communication with the social world.
All of this undoubtedly requires willpower, time, and consistent practice. It is important not to disregard the minimum timeframes recommended by the School for mastering the methodologies and courses. For this reason, there is no need to rush headlong into the next course if you understand that, so far, you have gained little beyond interesting information and an enjoyable experience. At the same time, it is equally unnecessary to linger excessively on the first course in pursuit of perfectionism, unless there are objective reasons to do so. Remember: in our work, the most important thing is the result.
The mentors of the Menshikova School determine each student’s eligibility to advance on an individual basis.
Voluntariness is one of the fundamental principles of this world: no one has the right to interfere with the natural process of another person’s consciousness development. Indelicate interference may lead to undesirable consequences.
Everyone has their own timing. Moreover, each person has their own way of assimilating and comprehending information. Some strive to absorb everything at once and successfully study at two or even three departments simultaneously. Others proceed methodically and sequentially, moving step by step through the stages of learning, thoroughly studying one course after another—until full understanding is achieved—never overlapping one subject with another. People of the Dionysus channel more often choose the first approach, while Phoebuses tend toward the second; however, this is not a rigid rule, and the opposite is quite common. This simply underscores the uniqueness of each consciousness and the necessity of an individualized approach.
What Is the Decision on a Student’s Further Education Based On?
If a School mentor sees that a person is not yet ready to assimilate the material of a particular department, the student’s access to further study may be restricted, as proceeding could be harmful to their consciousness.
First, the mentor determines the goal that motivates the student—why they wish to obtain this specific knowledge. Second, the mentor assesses the capacity of the student’s consciousness: whether the individual is able to withstand the volume of information without harm. Decisions are always made in the interest of the student’s safe and sustainable development.
This does not mean that, throughout the learning process, the School’s mentors do not influence the pace at which students progress through the program. If a person has a high potential of consciousness but their advancement through the stages of study has slowed, the necessary acceleration will certainly be provided.
Conversely, if a student’s rate of information intake is too rapid while assimilation remains incomplete, the learning process will be adjusted in the opposite direction—toward revisiting previously covered material and reducing the overall load. In other words, the School’s mentors act both as accelerators and as regulators of progress. This depends on the individual’s readiness and the carrying capacity of their consciousness.