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