Unless and until the teacher of Astrology today is able to keep things simple, the low attention span of the times makes the student waver and blow away like a dry leaf caught in a strong breeze. It takes sensitivity, tact, intelligence and strategy on part of the teacher to keep the student attracted long enough for the awakening of Jyotish to commence in the mind. Gone are the times, where obedient and diligent students abounded freely, students who embraced every word of the teacher and in whom the lamp of Jyotish lit itself with relative ease. Today, one Herculean task for the teacher is to slip through unnoticed through the tentacles of the student’s ego and to create a pipeline for Jyotish to flow into the student without disturbing the ego too much in the process. Once such an ego is disturbed in the early stages, its explosion invariably takes the student away from the teacher and possibly away even from Jyotish. The basic idea is to slowly work on the ego unnoticed, destroying inner portions in an occult fashion, till the disintegration process has gained unstoppable momentum. Any sudden attempts towards ego-destruction can result in a complete failure of the teaching process. The rebellion threshold of the age is rather low, ready to be triggered off by the slightest of impositions. Things were different in more spiritual times, where teachers would almost only attempt breaking the ego of the student with sudden jerks. On an average, the students were humble enough to stick around despite the humiliations, till their egos were annihilated completely.
In an astrological text composed by the teacher, repetition should be avoided, lest it bore the student or cause the attention to snap. The text of astrological analysis must be made as short, interesting, innovative and gripping as possible, so as to hold the student’s attention through its entirety. Illustrations, graphics and horoscopes must be clear and self-explanatory. The usage of too many graphics or horoscopes to prove a point can very possibly result in the student turning away from the astrological text.
The teaching process is catalyzed by spiritual energy transfer from the student to the teacher. The teacher’s word (spoken and written) carries a quantum of spiritual energy (which has been accumulated by the teacher through penance). Such energy seeps into the receptive student, bringing about cleansing, and simultaneously earning the teacher good Karma. The teacher must replenish the reservoir of spiritual energy repeatedly through penance. If this is not done, low levels of spiritual energy can allow disease to seep into the teacher’s body and mind.
The biggest test for the teacher comes when a student starts to rise above the level of the teacher. Actually, this should ideally be the aim of every teacher, but one is human. Whatever’s left of the teacher’s ego now comes to the fore, and one must be careful not to shun, degrade or suppress the rising student so as to feed one’s ego. Encouragement and support are called for, not jealousy, and if the former virtues shine in this situation, the teacher will have passed this enormous test. There is no rule saying that the student cannot teach the teacher.
The teacher’s mindset must be open to changing life-situations not necessarily encompassed within or clearly addressed by classical astrological literature. Thus, to practice and teach Jyotish successfully (with divine guidance), the teacher needs to activate and keep up a dynamic link to Cosmic Consciousness. This link stops the teacher from faltering on the path and setting a bad example for the student, and can be developed for example through meditation, life-style and diet.
The main goal of the teacher must be the unlocking of Jyotish in as many students as possible. Money, though a fair means of reciprocation today, must not be the main issue around which the student-teacher bond is built up. Greed needs to be kicked out of the equation. Its devolving magnetism takes the teacher’s focus away from teaching and makes whatever knowledge imparted impure. This focus-diverting attribute is also possessed by the hunger for recognition, praise and flattery. The evolved teacher rises above these issues. The evolved teacher enjoys teaching.