The Process

 

The B.E.M. Training System (Body Energy Mind) is based on the understanding that a true perception of the world and of oneself cannot be achieved without peace of mind.

 

The fluctuations within the mind, whichever their source and whatever their nature (Sattvic, Rajasic or Tamasic to use the Hindu terminology), disturb the perception of one's true nature. This disturbance is related to unbalanced emotions and correlates with the wind (vayu) movement inside the subtle body. These in turn are an expression and a result of one's specific typical behavioral patterns which are governed by mental, emotional and energetic obstructions and tendencies[1].

 

In order to achieve peace of mind, we therefore need to balance the wind movement inside the subtle body and to release these obstructions. This process is related to the breath (whose movement correlates with the body's inner movement and which is subject to emotional influence) and to the empty spaces between the tissues (which in the various schools are called nadis, rtsa or jing luo), that function as channels that conduct inner movement.

 

Unblocking these channels calls for the alignment of the body's posture, the arrangement of the bones and joints, the softening or strengthening of the soft tissues and the improvement of the body's mechanics.

 

A regular, structured practice of B.E.M. enables the practitioner to build an understanding of the methodology, order and process of working with the physical body, with inner movement and with the mind, in order to perceive one's true self. B.E.M. imparts the tools and means to prepare oneself for an unbounded, intelligent and independent research, and encourages practitioners to develop a sense of rhythm and to identify the stage they are at and how they can channel their efforts in order to make progress on their path.

 

 

 

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[1] For more information about emotional imbalance and energetic obstructions and their influence on practice, see my article from 2012, "The Stages and Order of Practice in the Oriental Schools – Part II"