Scoala de Reiki Traditional

26/02/2026

"I don't consider Buddhism to be a "religion" in the conventional sense.

Unlike many Western religions, it doesn't offer a grand story about the creation of the universe by a god. The historical Buddha actually refused to answer metaphysical questions about the afterlife or the beginning of the world. Why? Because such discussions don't help us solve the reality right in front of us.

Instead, Buddhism is a highly practical philosophy and a profound collection of life wisdom. It simply states the fact that "life is full of suffering (things not going as we want)" and provides a logical method to escape that suffering.

Even in Japanese Shingon Esoteric Buddhism, the central figure, Dainichi Nyorai (Mahavairocana), is not a personified god. Dainichi Nyorai is the universe itself. It represents the fundamental truth and the laws of nature. Everything in existence is a manifestation of this universal energy. For those who practice Traditional Japanese Reiki, this concept of "Universal Energy" might sound very familiar.

In this practical philosophy, there is a teaching by the 8th-century Indian monk Shantideva (from the Bodhisattvacaryāvatāra) that I deeply resonate with:

"If a problem can be solved, why worry?
If a problem cannot be solved, what use is worrying?"

We humans tend to drain our energy by worrying about an invisible future or a past we cannot change. But logically speaking, if there is a solution, we should just take action. If there is no solution, worrying about it won't change the outcome.

This purely rational way of thinking is completely aligned with the essence of Traditional Japanese Reiki. Those who study the roots of the Usui Reiki Ryoho Gakkai know that Mikao Usui Sensei aimed for the state of "Anshin Ritsumei" (absolute inner peace).

And the key to that is the Gokai (The Five Principles):
"Just for today: Do not anger, Do not worry, Be grateful, Work with diligence, Be kind to others."

The phrase "Do not worry" (心配すな / Shinpai suna) is exactly what Shantideva pointed out.

Furthermore, placing the phrase "Just for today" (今日だけは / Kyo dake wa) at the beginning is a brilliant psychological approach. It's impossible for a human being to swear, "I will never worry again for the rest of my life." However, if we decide, "Just for today, I will let go of worries that I cannot control," our consciousness is immediately brought back to the "Here and Now."

When faced with a difficulty, first calmly assess whether it has a solution or not.
If it does, stop worrying and do what needs to be done.
If it doesn't, let go of the attachment, and focus your mind on "gratitude" for what you have and "kindness" to those around you.

Traditional Eastern wisdom is not about magic or mysterious spells. It is an incredibly logical method left by our predecessors to lighten our minds and face reality in the most efficient way possible." Mamoru Wakatake

21/02/2026

On this date in 1938, shortly before returning to Japan, Hayashi Chūjirō went to a notary public in Honolulu with the following typewritten certificate certifying his student, Hawayo Takata, "as a practitioner and Master of Dr. Usui's Reiki system of healing, at this time the only person in the United States authorized to confer similar powers on others and one of the thirteen fully qualified as a Master of the profession."

This text, likely composed by Takata herself in consultation with Hayashi, appears to be the earliest extant source of the English-language term Reiki Master. There has been some discussion recently about the appropriateness of this term, with many feeling more comfortable with terms like "Reiki teacher" for various reasons, including a feeling that "mastering" Reiki is a lifelong journey, and being uncomfortable with the term's historic association with slavery. While I sympathize with these arguments, I thought I could also provide some historical context for why Takata may have chosen to use the term herself.

Contemporaneous documents indicate Takata saw Buddhism, particularly Zen, as the philosophical foundation of Reiki, and "master" was a very common English expression to describe Zen teachers. In an interview recorded in a July 1938 article in the Japanese-language Hawaii Hochi newspaper, Takata recounted how she had declined to teach Reiki to a group in Chicago because they were too rooted in a Christian mentality and needed to understand Japanese Buddhist thought, so she gave them an English book about Zen (see Alternate Currents, 111-112). It is unclear what this book was, but D.T. Suzuki had published several books in the early 1930s, with his 1934 Introduction to Zen Buddhism being especially popular. In this book, the term "master" appears ten times more frequently than the term "teacher."

The prevalence of the term in this context had to do with the pedagogical relationship between "masters" (shishō 師匠) and disciples (deshi 弟子), terms used in traditional Japanese arts. Takata very much had a relationship like this with Hayashi during her training in Tokyo, practicing daily in his clinic, reporting to him about house calls she made, and even living with the Hayashi family as an "inner disciple" (uchideshi 内弟子). I believe that by using the term "Master" to describe herself, she was trying to translate something of that training (and the respect it deserves) to American audiences. The reference to "[imparting] to others the secret knowledge" on this notarized certificate is another reference to the shishō-deshi relationship: the training one receives from a shishō cannot be taught in books but is passed directly from master to disciple.

As I see it, some of the trouble with the term "Master" came in successive generations, as individual Reiki Masters chose to make Third Degree (or Master) training more accessible, decreasing the time of apprenticeship, training fees, and other barriers. Shishō generally use discretion choosing their deshi and put them through long periods of training and numerous trials before authorizing them to teach themselves. Once a shishō recognizes their disciple as ready to start teaching themselves, there may be another period of apprenticeship before they are ready to set up their own branch of the school.

Takata's training followed this pattern closely. Hayashi first refused to teach her, but relented due to her persistence, a personal reference letter from a distinguished surgeon, and a sizable fee (for which Takata said she had to sell her home in Kauai, see Alternate Currents, p. 80). The Japanese-language Shinpiden certificate Takata received in 1936 (which I believe may have only authorized her to teach the lower levels) refers to her five months of training as a short period of time to achieve this level, but because she proved herself "under [his] direct guidance" (chokusetsu yo shidō no sh*ta), he "recognized her as most suitable" and chose to give her the "secret transmission reiju method" (shinpiden reijuhō). The 1938 English-language certificate, given after another period of apprenticeship, where Hayashi and Takata taught 14 classes together over a period of nearly five months, says that she "has passed all the tests and proved worthy and capable of administering the treatment and of conferring the power of Reiki on others." It is only then that she became a "Master," and head of the Hawaii branch of Hayashi's organization.

I am often asked for my opinion as a historian of the practice to weigh in on "best practices" in the field, but I generally try to avoid being prescriptive. As I do not initiate students into Reiki myself, I feel that those who do (and especially those who have done so for decades) have a much better perspective on these things. However, I hope that some of this context is helpful for those contemplating the utility of the term "Master."

Incidentally, I am participating in a fundraiser webinar in a couple of weeks for Reiki Home, on the republication of the famous "Grey Book" through which this certificate appeared and became known to the Reiki world. All registrants will receive their own copy of the reprinted Grey Book (which masterfully resembles the 1982 original, edited and published by Takata's daughter Alice). I will put a link to the registration information, as well as a link to the Grey Book website, which offers a variety of resources in twelve languages, in the comments below. Hope to see some of you there :)

15/02/2026

"Emperor Meiji's Poems in Usui Reiki: Historical Context and What Global Practitioners Have Taught Me

In traditional Usui Reiki Ryoho, the Waka poems (Gyosei) composed by the Meiji Emperor are cherished as spiritual nourishment. However, modern practitioners—especially those overseas—often wonder, "Why are an emperor's poems used?"

To understand this, we must look at the complex historical context of Japan.

Up until the Meiji era, Japan had a unique religious culture known as "Shinbutsu Shugo"—the deep syncretism of Shinto and Buddhism. Temples and shrines were united as one. It was completely normal for Buddhist monks to recite Shinto prayers, and for Shinto priests to chant Buddhist sutras.

However, during the Meiji era, when Mikao Usui Sensei lived, the government heavily promoted "State Shinto." They issued orders to forcibly separate Shinto and Buddhism (the Haibutsu Kishaku movement), which led to a period of severe religious control. Shrines and temples that had been united for centuries were violently torn apart. For example, Kumano Nachi Taisha (a shrine) and Seiganto-ji (a temple) in Wakayama Prefecture stand side-by-side today, but they were originally a single place of worship. Furthermore, the government strictly suppressed new religions and various "Reijutsu" (spiritual folk therapies).

In such a strictly monitored society, the Meiji Emperor was widely revered as the symbol of Japan's modernization. For Usui Sensei, adopting the Emperor's poems as a moral compass was not only natural but also a profoundly wise strategy to safely introduce and spread Reiki Ryoho in society.

On the other hand, the true religious nature of the Japanese people is incredibly tolerant and not bound by rigid dogmas. It is normal for us to visit a Shinto shrine at birth, celebrate Christmas, marry in a Christian church, and have a Buddhist funeral. A sociologist once called this phenomenon "Nihon-kyo" (the Religion of Japan) to describe just how flexible our spiritual awareness is.

Because of this inherent flexibility and the passage of time, the reality is that to modern Japanese people, the Meiji Emperor is merely a "distant historical figure." The visceral sense of his "greatness" that people felt back then has now simply become textbook knowledge. Even today, while practitioners in the Gakkai chant the Gyosei, I believe not everyone truly feels that deep, original appreciation. That is how distant that era feels to us now.

Therefore, rather than pulling out only the Meiji Emperor's poems, Japan has countless equally wonderful classical Waka poems, such as those in the "Kokin Wakashu." In fact, the "Reiki Ryoho Shidosho" (Teaching Manual) written by the 7th President of the Gakkai includes many classical Waka poems by ancient monks and poets like Myoe, Saigyo, and Ryokan.

Recently, however, I have witnessed a beautiful sight that brings me immense joy.

I see Reiki practitioners from all over the world cherishing these Gyosei, earnestly studying the Tanka (Waka) to understand the truly delicate sensibilities and nuances of the Japanese language.

Seeing you all try so hard to connect with the subtle beauty of the Japanese heart—looking beyond historical frameworks or "who wrote the poem" to simply appreciate the "pure beauty of the Waka" and its "rich spirituality"—fills me with deep gratitude and happiness. You have reminded me of what is truly important.

When we face the Gyosei or Waka, this very "heart that seeks to feel" is perhaps the most precious thing of all." Mamoru Wakatake

12/01/2026

Thank you for your video! 😊These teachings are still alive on the Western world also. Sometimes with other words but with same idea. Even Reiki Alliance is teaching part of these. And some other lineages that come through Hawayo Takata Sensei. Still a good video and thank you for stepping up 😊

After 20 years of teaching traditional Usui Reiki Ryōhō, I can't stay quiet anymore about what I see happening to this...

15/12/2025

Text de Claudiu Cucu"De multi ani ma intersectez in antrenamentele de arte martiale cu diversi practicanti care isi fac un titlu de glorie din faptul ca ei se antreneaza singuri si nu accepta constrangerile unui club sau ale unui stil de arte martiale. Nu am pretentia ca prin textul de mai jos sa ii aduc pe calea cea buna, in majoritatea cazurilor ei sunt dincolo de pragul in care pot fi recuperati. Articolul se adreseaza celor care se antreneaza regulat vor sa inteleaga mai bine fenomenul.

Educația formală versus educația informală: o analiză comparativă
Ce reprezintă cele două forme de educație
Educația formală este procesul structurat de învățare care se desfășoară în cadrul instituțiilor recunoscute — școli, universități, academii — sub îndrumarea unor profesori sau instructori calificați. Aceasta presupune un curriculum prestabilit, evaluări periodice și o progresie logică de la simplu la complex. Educația informală, în schimb, se referă la tot ceea ce învățăm în afara acestui cadru instituțional: din experiențe de viață, din lecturi proprii, din tutoriale online sau din observație directă.
Ambele forme au valoare, însă există o tendință contemporană de a romantiza educația informală și de a minimiza importanța celei formale. Această tendință merită examinată critic.
De ce educația formală rămâne superioară
Principalul avantaj al educației formale constă în caracterul său sistematic. Un curriculum bine conceput nu îți predă doar ceea ce vrei să înveți, ci și ceea ce trebuie să înveți — inclusiv acele elemente care par plictisitoare sau irelevante la prima vedere, dar care formează fundația necesară pentru competențe avansate. Profesorul sau instructorul joacă rolul esențial de a vedea imaginea de ansamblu atunci când studentul nu o poate vedea încă.
În educația informală, cel care invata își selectează singur materialul. Aceasta pare o libertate, dar este în realitate o capcană: tindem să învățăm ceea ce ne place și să evităm ceea ce ne displace. Or, adesea, ceea ce ne displace este tocmai ceea ce ne lipsește cel mai mult.
Mitul omului care s-a format singur
Cultura populară e plina de poveștile despre cei care au abandonat școala și au ajuns miliardari. Bill Gates a renunțat la Harvard. Steve Jobs a părăsit Reed College. Mark Zuckerberg a urmat același drum. Aceste exemple sunt invocate constant pentru a justifica ideea că educația formală este opțională sau chiar un obstacol în calea succesului.
Însă această narațiune suferă de o eroare logică fundamentală: bias-ul supraviețuitorului. Pentru fiecare Gates sau Jobs, există mii de tineri care au abandonat studiile cu visuri mari și au ajuns în locuri de muncă fără perspective, frustrați și nepregătiți pentru complexitatea pieței muncii. Nu auzim despre ei pentru că eșecul nu face titluri în presă. Cei care și-au ratat cariera - și uneori viața - învățând doar „ce le place" nu scriu autobiografii și nu sunt invitați la conferințe de motivație personală.
Mai mult, chiar și exemplele celebre sunt înșelătoare. Gates și Jobs nu erau autodidacți puri; amândoi au beneficiat de educație formală solidă înainte de a renunța la universitate, amândoi proveneau din medii care le-au oferit acces la resurse și mentori, și amândoi au avut o combinație irepetabilă de talent, noroc și context istoric. A extrapola din experiența lor o regulă generală este nu doar naiv, ci periculos.
Cazul artelor marțiale: terabaiți de iluzii
Nicăieri parca nu este mai vizibil contrastul dintre educația formală și cea informală decât în domeniul artelor marțiale. Internetul abundă de „războinici de tastatură" care au acumulat sute de gigabaiți de materiale video — instructionale din Cambodgia, tehnici obscure din Malaezia, cursuri filmate la academii celebre din întreaga lume. Aceștia pot discuta ore întregi despre diferențele subtile dintre stiluri, pot cita maeștri și pot critica tehnici văzute în competiții.
Însă niciunul dintre ei nu se prezintă săptămânal la sală. Niciunul nu transpiră, nu primește lovituri, nu experimentează oboseala și frustrarea antrenamentului real. Ei confundă cunoașterea teoretică cu competența practică - o iluzie periculoasă într-un domeniu unde această confuzie poate avea consecințe fizice grave.
Valoarea antrenamentului formal în arte marțiale
Antrenamentul formal într-o sală, sub îndrumarea unui instructor, oferă câteva avantaje pe care nicio colecție de videoclipuri nu le poate replica:
În primul rând, instructorul te obligă să exersezi ceea ce nu îți place. Poate că ți se pare plictisitor să lucrezi mobilitatea șoldurilor sau să repeți de sute de ori aceeași mișcare de bază. Poate că nu înțelegi de ce trebuie să faci atâta cardio când tu vrei doar să înveți tehnici spectaculoase. Dar instructorul experimentat știe că acele elemente „plictisitoare" sunt fundamentul pe care se construiește totul. Mobilitatea previne accidentările. Repetiția construiește memoria musculară. Condiția fizică determină dacă vei putea aplica vreo tehnică după două minute de efort intens.
În al doilea rând, antrenamentul formal oferă feedback în timp real. Poți viziona de o mie de ori o tehnică pe ecran și tot să o execuți greșit, pentru că nu simți diferența dintre ceea ce faci tu și ceea ce vezi. Un instructor îți corectează postura, unghiul, tempoul — detalii imposibil de perceput fără un ochi extern.
În al treilea rând, sala oferă parteneri de antrenament. Artele marțiale nu se pot învăța în vid. Ai nevoie de un corp care să reacționeze, să reziste, să te surprindă. Ai nevoie să simți presiunea unui adversar real, nu să miști aerul în fața monitorului.
În al patrulea rând, prezența la antrenament creează disciplină și consistență. Este ușor să amâni vizionarea unui tutorial. Este mult mai greu să lipsești de la o oră pentru care ai plătit și unde colegii te așteaptă.

Educația informală are rolul ei: completează, îmbogățește, satisface curiozități. Dar nu poate înlocui structura, disciplina și expertiza oferite de educația formală. Cei care cred că pot deveni competenți în orice domeniu doar consumând conținut online se amăgesc. Învățarea autentică presupune efort dirijat, feedback extern și, mai ales, confruntarea cu acele aspecte ale disciplinei pe care am prefera să le evităm. Un instructor bun nu îți predă doar ce vrei să auzi — îți predă ce trebuie să știi, chiar dacă nu înțelegi încă de ce." Text de Claudiu Cucu.

26/11/2025

Podcast generat pe baza cartii "Mainile tale te pot vindeca" de Stephen Co si Eric Robins
Realizat cu NotebookLM si Headliner.
Informatii despre tratamente, cursuri si mentoring de Reiki Traditional, mihaialbu.eu
Realizată cu AI pentru a creste prezența și intalnirea în Realitate

Podcast generat pe baza cartii "Mainile tale te pot vindeca" de Stephen Co si Eric RobinsRealizat cu NotebookLM si Headliner.Informatii despre tratamente, cu...

14/11/2025

Podcast generat pe baza cartii "Reiki: A Medical Dictionary and Research Guide" editata de JAMES N. PARKER, M.D. si PHILIP M. PARKER, PH.D.
Realizat cu NotebookLM si Headliner.
Informatii despre tratamente, cursuri si mentoring de Reiki Traditional, mihaialbu.eu
Realizată cu AI pentru a creste prezența și intalnirea în Realitate



https://youtu.be/7fD9Dekl2J0

Podcast generat pe baza cartii "Reiki: A Medical Dictionary and Research Guide" editata de JAMES N. PARKER, M.D. si PHILIP M. PARKER, PH.D. Realizat cu Noteb...

12/11/2025

"Reiki, Energia Universala a Vietii" de Penelope Jewell
"Reiki: Universal Life Energy" by Penelope Jewell.
Informatii despre tratamente, cursuri si mentoring de Reiki Traditional, mihaialbu.eu
Realizată cu AI notebookLM de la Google pentru a creste prezența și intalnirea în Realitate


https://youtu.be/1NOJmolzQr4?si=sIJ3D-9TdNuvTbqX

"Reiki: Universal Life Energy" by Penelope Jewell i, Informatii despre tratamente, cursuri si mentoring de Reiki Traditional, mihaialbu.euRealizată cu AI not...

11/11/2025

"Reiki: Hands That Heal," scrisă de Joyce J. Morris și William R. Morris
Informatii despre tratamente, cursuri si mentoring de Reiki Traditional, mihaialbu.eu
Realizată cu AI notebookLM de la Google pentru a creste prezența și intalnirea în Realitate


100064145046114:2048:Scoala de Reiki Traditional Part 12

02/10/2025

25/09/2025

Sensei Hawayo Takata povestind istoria Shin Shin Kaizen Usui Reiki Ryoho

The Story of Dr Usui as told by Mrs Hawayo Takata 1979 Full audio tape. This is the story of Dr Mikao Usui as told to Mrs Takata by her teacher Chujiro Hayas...

23/09/2025

Salutare! Intenționez să țin curs de Reiki tradițional nivelul 1 și/sau 2 în weekendul 22-23 noiembrie, in București. Cine e interesat/a este rugat/a sa îmi scrie in privat. Mulțumesc!