| There has been a great deal of discussion in | | | | |
| the Reiki community over the last couple of | | | | One of the most important aspects of what |
| years about 'new' discoveries within | | | | Suzuki san teaches is the precepts, but these |
| thesystem of Reiki. These discussions have | | | | are not the same as the preceptspracticed by |
| focused on a number of topics including Mikao | | | | the system of Reiki and have evolved from |
| Usui's life and Mikao Usui's teachings - | | | | their own individual context. The teachings |
| allin relation to what is taught today as the | | | | themselves are taught one-ononeand take many, |
| system of Reiki. | | | | many years to learn with the student moving |
| | | | from one understanding to another with the |
| This article deals with two different forms | | | | teacher guiding thepractise. The symbols are |
| that many students of the system of Reiki | | | | not used, with the exception of 1, and the |
| today consider to be linked. The first | | | | teachings are based on the student's personal |
| formcomprises information provided by living | | | | developmentthrough the use of specific |
| students of Usui sensei about his teachings. | | | | meditations. This is a spiritual practise |
| The second is known as the system of | | | | that focuses on discovering one's own true |
| Reikiaround the globe today. | | | | essence. |
| | | | |
| By looking at the elements that comprise Usui | | | | Echoes of Usui sensei's teachings can be |
| sensei's teachings in contrast to the system | | | | found in the system of Reiki - working with |
| of Reiki it is possible to see a linkbetween | | | | energy to heal, the precepts and reiju - |
| these two forms with this link being Usui | | | | butnone of these aspects are dealt with in |
| sensei himself. The teachings themselves are | | | | the same manner. To understand how the one |
| quite separate in intention anddesign. | | | | form developed into the other it is |
| | | | believedtoday that Usui sensei might have |
| Suzuki san was born in Japan in 1895 and was | | | | developed his teachings with two different |
| the cousin of Usui sensei's wife, Sadako | | | | objectives in mind. The earliest teachings ( |
| Suzuki. At the age of 20 she began | | | | approx. |
| hertraining with Usui sensei. From 1915 to | | | | |
| 1920 she trained formally with him and | | | | 1912-1926), focused on personal spiritual |
| thereafter, informally, until his death in | | | | development, were taught until his death |
| 1926. Suzukisan is still alive today as are 1 | | | | while the later teachings ( approx. 1922 - |
| 0 other students of Usui sensei. Suzuki san | | | | 1926)were developed expressly for healing. |
| is a practitioner and teacher of Usui | | | | Today the system of Reiki is a business for |
| sensei's teachings. | | | | many who use their teaching expertise to |
| | | | guidestudents into an awareness about energy |
| To practise the teachings of Usui sensei, as | | | | and healing work. Usui sensei's teachings are |
| taught by Suzuki san, is to focus on | | | | not a business. They focus on personalwork |
| self-realization. Healing others is a natural | | | | with ongoing study taking place between a |
| sideeffect of working in this manner but is | | | | teacher and a student. |
| certainly not emphasized within the form. Not | | | | |
| only is healing not a major element of the | | | | Usui sensei's teachings, as taught by Suzuki |
| formbut the approach to healing differs from | | | | san, have no name but can be seen as a Method |
| the techniques used in the system of Reiki. | | | | of Spiritual Practice that was in fact |
| The teachings of Usui sensei and the system | | | | |
| of | | | | Usui sensei's life. The names Usui Teate or |
| | | | Usui Do are just that, names. Individuals |
| Reiki take the student on paths that are | | | | have used them to represent elements of |
| unique to each form. These paths are not the | | | | theteachings but by using these terms one's |
| same. | | | | view of the teachings can become restricted. |