The University of Consciousness (UniverOS) ALCYONE - #67.
Teaching from ARCHANGEL MICHAEL. Lesson №1.
https://www.youtube.com/watch?v=4ddAdEt8gIk
In Russian
https://alcyone2025.blogspot.com/2026/02/1-univeros-claudeai.html
Alcyone Project-Teaching from Archangel Michael. Lesson 1 - DETAILED Claude.ai RETELLING AND ANALYSIS-rus-eng parallel text-audio podcast
https://omdarutv.blogspot.com/2026/02/alcyone-project-teaching-from-archangel.html
DETAILED SUMMARY AND ANALYSIS OF A MEDIUMSHIP SESSION
"Teaching from Archangel Michael. Lesson 1"
I. DETAILED SUMMARY OF CONTENT
Context and Participants
The recording is a transcript of an online conference held as part of the "University of Consciousness Alcyone." Participants:
Vladimir - organizer, representative of the university.
Vitmantas (Vidmantas) Vinskūnas - host of the conference, a student of the university from Vilnius, Lithuania.
Marina Makeeva - medium (referred to as a "universal contact").
"Archangel Michael" - the entity allegedly contacted through the medium.
Structure of the Session
1. Introductory Part
Vladimir introduces the participants and emphasizes the special importance of the meeting. Vitmantas is described as an active student who has completed numerous university courses and "in past incarnations had a premier-level relation at a deep level to Christianity."
Vitmantas presents the theme: "Opening the Heart and Love." He notes that the sword of Archangel Michael in the image behind him is "not depicted as brightly as usual," emphasizing the peaceful nature of the conversation.
2. Questions about the Nature and History of Archangel Michael
First Incarnation:
The Archangel confirms he was among the "twelve spirits who incarnated first with Jesus Christ in this manvantara."
Describes his identity: "the one who serves God, the one who carries love, the one who shines in the darkness."
Number of Incarnations:
"One incarnation per century" throughout the entire manvantara.
The manvantara, according to the entity, lasts approximately 300 billion years, of which 120 billion (40%) have passed.
First Dense-Material Incarnation: The medium describes a vision: "a tiny newborn boy lying on sand," yellowish skin, ocean nearby, palm trees. The entity describes this as a "painful experience," saying: "as with every other spirit incarnating for the first time in a dense body, there is a degree of panic and some pain."
Role as Spiritual Curator:
Claims to have been Earth's curator "always" - since the first incarnations of spirits.
"I am the curator of any soul from the moment of splitting... until the moment the souls wish to return to unity with God."
Famous Incarnations:
Confirms incarnation as Seraphim of Sarov (Russian Orthodox saint, 1754-1833).
Mentions incarnation as "one follower of Jesus" in the first century.
Points to having "unknown incarnations" in every century.
Spiritual Level:
Claims to have descended "below level 24," gaining "different experiences."
Note: In this teaching's system, level 24 is the highest for incarnated souls.
3. Historical Events and Roles
Creation of the Human Race (3.5 million years ago): "I curated those souls who went into incarnation."
Events 12,800 years ago: "I gave unconditional love, support of light to those who doubted, to those who stopped feeling connection with their divine part."
Incarnation of Jesus Christ: "I was his mentor during the time he was incarnated."
4. Archangel's "Work Day"
When asked about his daily routine, the entity answers:
In the spiritual world there is no time, "everything happens simultaneously."
Can be in contact with several souls simultaneously, give instructions, plan other civilizations, meet with souls who have exited incarnation.
Communication with Leadership:
Calls the Creator his leader.
In the last three months, discussed the "transitional period," raising Earth's vibrations, the problem that "people do not love, not-love."
Communication with Other Archangels:
Exchange of experiences of incarnated parts of archangels.
Discussion of civilization's movement and necessary measures.
5. Central Theme: Love
Religions and Love: Confirms that love unites different religions: "it is a different degree of refraction of love and light, so that each soul finds what is closer to it."
KEY THESIS - Self-Love as Foundation:
"Love for others is impossible without love for oneself and for one's soul, because love for one's soul is that basic step on the path to love for the unified God."
Problem of Self-Sacrifice:
Loving another more than oneself is "conditional love."
A person tries to exit a "state of lacking self-love through gifts, through love for another."
Such love "too often turns into self-sacrifice."
"A sacrificial person gives love even where it's not asked for, and receives ingratitude in return."
Nature of Love:
Love should be based on "mutual exchange, on energy exchange."
"Love should give birth to love."
Self-love allows one to "balance the state of giving love and receiving love."
6. Practical Recommendations
For Parents and Children (3-20 years old):
Ages 3-7: children learn by parents' example.
Ages 12-14: period of independence, important "not to smother the child with your love."
By ages 18-20, the child should "run independently."
For Adults (20-75 years old):
Until 35-36 years old, one is given the opportunity to "develop one's selfhood, personification."
After 35-36, if a person has deviated from understanding their task and love is not the driving factor, "destruction" begins in the karmic area (health, family, money).
For the Elderly (75+):
The soul prepares to exit, analyzes the past life.
State of "quiet joy" is harmonious.
Illnesses indicate a lack of self-love.
Ideally, a person should communicate with mentors and the higher Self.
7. Meditative Practice
The entity, through the medium, conducts a "golden light" practice:
A droplet of golden light enters through the crown.
Passes through the chakras and stops above the heart chakra.
Spreads into a sphere that begins rotating clockwise.
The person visualizes all spheres of their life (work, family, hobbies, friends, enemies, etc.).
Golden light is directed into all these spheres.
Each sphere fills with light.
The sphere gradually slows down and shrinks to a "small pea."
The person gives thanks and continues living.
8. Philosophical Questions
On Betrayal and Mockery:
Need to understand the causes of these actions.
Important not to fall into a victim state.
"Accept with gratitude the experience if people acted that way; somewhere you yourself asked for this experience."
One should go through the experience "in acceptance, gratitude, and with love."
Parable about Money and Love: The question: if you give $100 to 100 people, the money will be quickly spent, but if you give love - it remains both with the giver and the receivers.
The entity's answer: "There is no unambiguous answer... For someone, a dollar will save from hunger, someone won't appreciate it... an individual approach is important."
On "Bad" People:
Even criminals love at least their close ones.
"Inside even the worst person, there are friends, family, children, parents whom they love very much."
They lack understanding of self-love and understanding of what love is.
Live in "separation from themselves, from God, from the Creator, from others."
"By doing harm to someone, a person first of all does harm to themselves."
9. Science of Imagery
Vitmantas explains the concept: all things were first thoughts, then became material. To change the world, one must first change their thoughts.
The entity's answer:
"A person can only share what they have."
"If you have no love, you cannot share it."
"If a person is ill, they can only share illness."
The most important task: "positive thinking and tracking one's negative attitudes and programs."
10. Question about War and Courage
Two examples are given:
A saint of level 20+ in the next incarnation as a mother did not protect her sons, calling for humility - they perished, and the mother's spiritual level greatly decreased.
A city surrendered without a fight, leading to great casualties.
The entity's answer:
A leader who guides people is needed.
Not always does struggle raise vibrations - often it generates hatred, anger, aggression.
In the city's case: "accumulated negative energy had been festering for a very long time, that poison needed to be released."
Each soul chose this experience to determine their future.
Mentors do not intervene in such situations - the soul makes an independent decision.
11. Multiplicative Effect of Love
"Law: like attracts like and multiplies."
The more love you give, the more you expand your boundaries.
The environment reciprocates.
Humanity reciprocates the least, as "not everyone lives on this level of love."
12. Effective Love
The problem is discussed: mothers, monks, nuns have the most love, but they are "helpless." The world is changed by businessmen and politicians, but they have problems with love.
The entity's answer:
Monks often withdraw from society because they have little experience of love.
"Effective love" through entrepreneurship - these are "powerful souls who have developed love not over one lifetime."
"They carry it boldly, with an open visor, and are not afraid."
"This is exactly where humanity lies."
13. Quotes from Jesus
Upon request to quote Jesus on love:
First clarifies: "We were absolutely mentors to each other, just in different incarnations."
Three quotes:
"The kingdom of God is within you."
"The truth of the Creator manifests in your breath, in your eyes, in your mouth, in your embraces."
"It's not important what others do, it's important what you do. Your words, your actions... When you review your actions, you liberate the light."
Adds: "The bright bonds of love are very tender, and they need to be nourished with the highest, purest and brightest emotions."
14. Concluding Address
"The road will be mastered by those who walk... Believe in yourself, believe in your strength. This trial each of you chose exactly one you can cope with... If it seems to you that the world is against you... the fact is that you yourself created all these unpleasant interactions with the world, and your thinking is their only source. And if you change your thinking, open your heart, no one will be able to harm you... I urge you daily to change your life for the better with love, in love, with hope for the future and with support for each other."
II. SPIRITUAL-PSYCHOLOGICAL ANALYSIS
A. Psychological Mechanisms of Influence
1. Authority and Transference
Use of Archetype:
The image of Archangel Michael activates deep archetypal structures in the collective unconscious (according to Jung).
Michael is revered in three Abrahamic religions (Christianity, Judaism, Islam), creating a powerful cross-cultural authority.
The medium speaks on behalf of a higher spiritual entity, which automatically reduces critical thinking in the audience.
Mechanism:
Transfer of authority from a religious tradition to a modern teaching.
Creation of the illusion of direct access to divine knowledge.
Circumvention of traditional religious institutions (church, clergy).
2. Emotional Engagement
Pathos and Intimacy:
Constant address: "my dears," "beloved ones," "friends."
Creation of a sense of personal contact with a higher entity.
Emotional warmth ("I embrace you with love").
Effect of Special Selection/Chosenness:
"Your magnificent soul shines... not only in this Universe" (addressed to Vitmantas).
Viewers are positioned as "seekers," "yearning," spiritually advanced.
Creates a sense of belonging to an elite group of initiates.
3. Cognitive Dissonance and Its Resolution
Creation of Dissonance:
Claims about 120 billion years of past history (vs. the scientific 13.8 billion).
The concept of incarnations over hundreds of thousands of years.
The idea that "we ourselves created all unpleasant interactions."
Resolution of Dissonance:
A simple explanation for all life's difficulties is offered: a lack of self-love.
A specific practice is given (golden light meditation).
Transformation is promised if one follows the teaching.
4. Double-Bind Technique
Contradictions in the Teaching:
"I am the same as you, no different" + positioning as the spiritual curator of all souls.
A call not to bow down + acceptance of admiration and gratitude.
Assertion of the absence of time in the spiritual world + description of events in chronological sequence.
Psychological Effect:
Creates a sense of the entity's humility.
Simultaneously maintains its authority.
Blurs critical thinking.
5. Validation and Empathy
Acceptance of Any State:
"Accepting yourself as you are at this moment is the foundation of everything."
"Each of you lives in your own mirror reflection."
"The trial each of you chose is exactly one you can cope with."
Psychological Function:
Reduces internal tension.
Gives comfort to people in crisis.
Creates a sense of understanding and acceptance.
6. The Concept of Personal Responsibility with Caveats
Paradox:
On one hand: "You yourself created all these unpleasant interactions."
On the other hand: "You yourself chose this trial" (before incarnation).
Psychological Significance:
Gives an illusion of control ("I can change the world by changing my thinking").
Simultaneously removes guilt ("I myself chose this before birth").
Potential Danger: Can intensify self-blame in people with depression.
B. Therapeutic Aspects
Positive Elements:
Emphasis on Self-Love:
Combating victim syndrome.
Working through codependency.
Acknowledging the importance of boundaries (example with child overprotection).
Mindfulness Practice:
Meditation.
Tracking thoughts and emotions.
Analysis of one's actions (retrospection).
Concept of Reciprocal Exchange:
Criticism of one-sided relationships.
The idea of energetic balance in relationships.
Working with Negative Beliefs:
Acknowledging the role of thinking in creating reality.
A call for positive thinking.
Problematic Aspects:
Risk of Magical Thinking:
"Change your thinking - change the world."
Can lead to refusal of real actions.
Ignoring objective socio-economic factors.
Potential for Self-Blame:
"If you have problems - you created them yourself."
Can worsen the condition of people with depression, anxiety, PTSD.
Blurring of Responsibility Boundaries:
Explaining violence, betrayal through "karmic experience."
"If people acted that way, you yourself asked for this experience somewhere."
Risk of victim-blaming.
Oversimplification of Complex Problems:
War, social conflicts are explained through "accumulated negativity."
Ignoring political, economic, historical factors.
Dependence on the Teaching and Teacher:
Formation of emotional attachment to the medium and organization.
"Come, study" - direct advertising of paid courses.
Risk of cult-like thinking.
C. Psychodynamics
Working with Parental Figures:
Father Archetype:
The Archangel as a strict but loving father.
"Mentors watch so you don't forget."
After 35-36 years, "punishments" begin (illnesses, family breakdown).
Regression:
The audience is placed in the position of a child.
"I embrace you with love."
Satisfaction of the need for unconditional acceptance.
Projection and Introjection:
Projection:
The inner critic is projected onto the external world: "the world is against you."
Then internalized as "your own thinking."
Introjection:
Assimilation of the teaching as an internal voice.
"The kingdom of God is within you."
Creation of a new Super-Ego based on the teaching.
D. Socio-Psychological Aspects
1. Group Identity
Markers of Belonging:
Special terminology: "manvantara," "vibrations," "level 24."
Shared beliefs and practices.
Opposition of "the sleeping" and "the awakened."
2. Cognitive Simplification
Black-and-White Thinking:
Love vs. egoism.
Light vs. darkness.
High vs. low vibrations.
Function:
Reduces cognitive load.
Gives simple answers to complex questions.
Creates a sense of understanding and control.
3. Conformity and Social Proof
Mechanisms:
"Many people are not ready for the transition" (creates a feeling that others are already ready).
A call to spread the teaching (involvement in proselytism strengthens faith).
Public admiration: "magnificent soul" (creates a desire to receive the same recognition).
III. RELIGIOUS STUDIES ANALYSIS
A. Classification of the Phenomenon
Typology
This material is a classic example of a New Age syncretic teaching with elements of:
Spiritualism (channeling, contact with spirits).
Theosophy (ascended masters, evolution of consciousness).
Neo-Hinduism (karma, reincarnation, manvantara).
Esoteric Christianity (archangels, Jesus as a teacher).
Transpersonal Psychology (work with consciousness, meditations).
Position in the Spectrum of New Religious Movements
Characteristics:
Postmodern spirituality: individualism, eclecticism, rejection of dogmas.
Soteriology: salvation through knowledge (Gnosticism) and personal transformation.
Cosmology: a complex system of spiritual levels and eons of time.
Practices: meditation, visualization, "energy work."
B. Syncretic Elements
1. Christian Tradition
Borrowings:
The figure of Archangel Michael.
Jesus Christ as a teacher.
Seraphim of Sarov.
Quotes from the Gospel ("The kingdom of God is within you" - Lk 17:21).
Transformations:
Archangel Michael incarnates (does not correspond to Christian angelology).
Jesus is one of the teachers, but not the only path to salvation.
Hierarchy: Creator → archangels → people (simplified vs. complex Christian hierarchy).
Absence of the concepts of original sin, redemption, church.
2. Hindu Tradition
Borrowings:
Manvantara - in Hinduism, the period of one Manu's rule (approx. 306.72 million years).
Reincarnation and karma.
The concept of Maya (illusion of the material world).
Mention of chakras.
Distortions:
Manvantara is stretched to 300 billion years (1000 times larger than the traditional one).
Karma is interpreted through the prism of "you yourself chose this experience."
No concept of moksha (liberation) in the classical sense.
3. Theosophical Tradition
Influence of Blavatsky and Bailey:
Concept of "ascended masters."
Hierarchy of spiritual beings.
Evolution of consciousness through incarnations.
"Planes" of existence.
Idea of "spiritual curators."
4. Modern New Age Elements
Characteristic Features:
Channeling (mediumship in new packaging).
Concept of "vibrations" and "raising frequency."
"Transitional period" of humanity.
Idea of "awakening" and "awareness."
Quantum-mystical allusions ("energy exchange").
C. Cosmology and Metaphysics
Temporal Structure
Declared Chronology:
Manvantara: 300 billion years (total duration).
Passed: 120 billion years (40%).
Creation of the human race: 3.5 million years ago.
Events on Earth: 12,800 years ago (possibly a reference to the end of the last ice age?).
Problems:
Contradicts scientific cosmology (age of the Universe ~13.8 billion years).
Contradicts traditional Hindu chronology.
Creates an impression of "secret knowledge" surpassing the scientific.
Ontological Structure
Hierarchy of Being:
Creator (God).
Archangels (incl. Michael).
"Highest part of the spirit" (higher Self).
Soul (fragments of spirit).
Mentors and curators.
Incarnated people.
Process:
Splitting of spirit into souls.
Incarnation of souls into matter.
Experience and development.
Return to unity with the Creator.
Soteriology (Doctrine of Salvation)
Path:
Awareness of lack of self-love.
Work with thinking and emotions.
Practices (meditation, visualization).
Raising "vibrations."
Achieving the 24th level.
Integration with the Creator.
Features:
Salvation through knowledge (gnosis) and practice.
Absence of grace in the Christian sense.
Emphasis on personal responsibility.
Multiplicity of paths (different religions as "degrees of refraction of love").
D. Ritual and Practical Components
1. "Golden Light" Meditation
Structure:
Visualization (a droplet of light through the crown).
Work with energy centers (chakras).
Expansion of consciousness (sphere of light).
Integration (directing light into all spheres of life).
Functions:
Psychological: relaxation, centering.
Symbolic: connection with the divine.
Social: a shared group experience.
Mystical: experiencing unity.
2. "Alcyone University of Consciousness"
Signs of a Religious Organization:
Hierarchy: there are "graduates," "students," different levels of courses.
Doctrine: "science of imagery," system of spiritual levels.
Practices: meditations, educational courses.
Community: viewers, students, teachers.
Missionary work: call to spread the teaching.
Economic Aspect:
Paid courses ("school," "university," "basic," "in-depth").
Conferences (possibly paid).
Creating dependency: "Come, study, if something is unclear."
E. Comparative Analysis
Similarities with Traditional Religions
With Christianity:
Central role of love.
The Golden Rule (do not do to others what you do not wish for yourself).
Concept of spiritual growth.
Images of angels and saints.
With Hinduism:
Reincarnation.
Karma as cause-and-effect.
The illusory nature of the material world (Maya).
The path to liberation through awareness.
With Buddhism:
Emphasis on suffering and its causes.
Meditation practice.
Concept of mindfulness.
Idea that attachments create suffering.
Differences from Traditional Religions
From Christianity:
No doctrine of original sin.
No necessity for redemption through Christ.
No church as the mystical Body of Christ.
Salvation through knowledge, not through faith and grace.
Multiplicity of paths to salvation.
From Hinduism:
No caste system.
No concept of dharma (duty) in the classical sense.
Simplified cosmology.
Adaptation for Western thinking.
From Buddhism:
No Four Noble Truths.
No Noble Eightfold Path.
No concept of anatman (non-self).
There is an eternal soul/spirit (vs. Buddhist doctrine).
F. Functions of the Teaching
1. Psychological Functions
Satisfaction of Needs:
Need for meaning in life.
Need for security (spiritual curators are watching).
Need for acceptance (unconditional love of the archangel).
Need for control (you can change your life by changing your thinking).
2. Social Functions
Integration:
Creation of a community of like-minded people.
A shared value system.
Collective identity.
Legitimation:
Explanation of social inequality (different levels of spiritual development).
Justification of suffering (karmic experience one chose oneself).
3. Compensatory Function
Substitution:
Traditional religion → New Age teaching.
Church hierarchy → "university of consciousness."
Priest → medium.
Sacraments → meditations and practices.
G. Problematics from a Religious Studies Perspective
1. Cultural Appropriation
Mechanism:
Extraction of concepts from their original context.
Simplification and adaptation for a Western worldview.
Commercialization (selling courses, conferences).
Ignoring the ethical and philosophical depth of sources.
Examples:
Manvantara: from complex Hindu cosmology → simply a "period of time."
Chakras: from yogic practice → "energy centers" for visualization.
Archangel Michael: from Christian angelology → a reincarnating entity.
2. Verification and Truthfulness
Problem:
Impossibility of verifying claims about past incarnations.
No criteria to distinguish "true" from "false" channeling.
Contradictions within the teaching (e.g., "no time" + chronology of events).
Contradictions with science (120 bln years vs. 13.8 bln).
Legitimation Strategies:
Appeal to authority (Archangel Michael).
Appeal to tradition (connection with Jesus, Seraphim of Sarov).
Appeal to personal experience ("feel it for yourself").
Discrediting criticism ("not ready," "low vibrations").
3. Danger of Relativism
Manifestations:
All religions are "different degrees of refraction of love."
There is no right or wrong path.
Truth becomes subjective.
Consequences:
Blurring of ethical boundaries.
Potential for manipulation.
Impossibility of interreligious dialogue based on truth.
4. Eschatology and Millenarianism
Elements:
"Transitional period" of humanity.
Raising Earth's vibrations.
Division into "the ready" and "the not ready."
Promise of transformation.
Function:
Creates urgency ("now is a special time").
Motivation for action ("join now").
Explanation of current crises (part of the transition).
H. Ethical Aspects
1. Manipulation and Control
Signs:
Emotional influence (love, care, but also fear of falling behind).
Creating dependency ("come, study").
Isolation from criticism ("they don't understand," "low vibrations").
Financial exploitation (numerous paid courses).
2. Victim-Blaming
Problem:
"You yourself created all these unpleasant interactions."
"If people acted that way, you yourself asked for this experience."
Danger:
Blaming victims of violence, abuse.
Intensifying feelings of guilt in people in crisis.
Removing responsibility from aggressors.
3. Medical Risks
Indirect:
"Illnesses indicate a lack of self-love."
May lead to refusal of medical assistance.
Delay in treating serious illnesses.
Psychological:
Intensifying depression through self-blame.
Delay in seeking psychotherapy.
Formation of dependence on "spiritual" methods.
IV. GENERAL CONCLUSIONS
A. Sociocultural Context
Why is this appealing?
Crisis of Traditional Religiosity:
Secularization of society.
Loss of trust in church institutions.
Search for spirituality outside organized religion.
Postmodern Spirit:
Individualism ("your path").
Pluralism ("all religions are refractions of love").
Eclecticism (mixing traditions).
Relativism ("there is no right or wrong").
Psychological Needs:
Meaning of life in an era of nihilism.
Consolation in a period of uncertainty.
Control in a situation of powerlessness.
Belonging in conditions of societal atomization.
Technological Capabilities:
The internet allows global dissemination of teachings.
Online conferences create the illusion of personal contact.
Social media strengthens group identity.
B. Assessment of Positive Aspects
What can be beneficial:
Emphasis on Self-Love:
Combating codependency.
Working on self-esteem.
Establishing boundaries in relationships.
Mindfulness Practices:
Meditation (scientifically proven benefits).
Observing thoughts and emotions.
Reflection (analysis of actions).
Support Community:
For some, can be a source of social support.
Exchange of experience.
Motivation for Personal Growth:
Stimulus for self-improvement.
Positive view of difficulties ("experience for development").
C. Assessment of Risks and Problems
Potential Dangers:
Psychological:
Self-blame and intensified guilt.
Magical thinking instead of action.
Dependence on the teaching and organization.
Cognitive distortions.
Social:
Isolation from family and friends who do not share the beliefs.
Financial exploitation.
Victim-blaming.
Ethical relativism.
Spiritual/Existential:
Superficial understanding of complex traditions.
Cultural appropriation.
Replacement of deep spiritual search with "quick solutions."
Illusion of spiritual growth without real transformation.
Medical:
Refusal of traditional treatment.
Delay in seeking help.
Interpretation of illness symptoms as "spiritual blocks."
D. Recommendations
For Followers of the Teaching:
Critical Thinking:
Verify claims that can be verified.
Compare with sources (e.g., are the Jesus quotes authentic?).
Pay attention to contradictions.
Balance:
Do not refuse medical help.
Do not isolate yourself from loved ones.
Do not make important decisions based solely on the teaching.
Financial Caution:
Set limits on spending for courses.
Be attentive to pressure to buy ever-newer levels of training.
Ethical Vigilance:
Do not blame yourself for everything that happens in life.
Remember the real responsibility of other people.
Distinguish between "acceptance" and "connivance."
For Skeptics and Researchers:
Understanding Without Condemnation:
People come to such teachings due to real needs.
Condemnation will strengthen defense mechanisms.
It is important to understand the social and psychological context.
Dialogue:
Ask questions, do not attack.
Point out specific contradictions.
Offer alternative explanations.
Education:
Increasing religious literacy in the population.
Critical thinking in schools.
Accessibility of quality psychological help.
E. Final Assessment
This mediumistic session is a typical example of contemporary New Age spirituality, combining:
Elements of various religious traditions (Christianity, Hinduism).
Psychological techniques (meditation, visualization, cognitive therapy).
Esoteric terminology ("vibrations," "energies," "levels").
A commercial component (paid courses).
The appeal of the teaching is due to satisfying deep psychological needs for meaning, acceptance, control, and belonging.
The risks are associated with oversimplifying complex problems, potential for manipulation, victim-blaming, and the formation of dependency.
The evaluation approach should be balanced: while acknowledging the psychological benefits for some individuals, it is necessary to maintain a critical distance and understand the potential dangers.
It is important to remember that behind any religious or spiritual movement are living people with their searches, sufferings, and hopes. Respect for the individual must be combined with honest analysis of ideas and practices.
