THE SHADOW SIDES OF THE FOUR DIRECTIONS'
ARCHETYPES
Before talking about the archetypes of the Four Directions, it's worth mentioning that some of you may want to add a plant, a special tree, a mineral, a semiprecious stone or any other power object that may speak to you in that particular direction. Any or all of the Four Beings of nature can also help support you in the vibration of that direction.
In Isaiah's vision; the North is the place of the Growing Beings (water element,) the West the Still Beings (earth element,) the South the Talkings Beings (one could look to a inspirational ancestor or figure - past or present,) and the East, the Wild Beings which we have already included.
The Wounded Child and Healer Archetype of the South
(with apologies to the psychotherapists among you.)
The South is colored red here because it represents summer. The first chakra is our survival chakra and a secure upbringing is critical in childhood. Attachment theory helps explain where problems begin in the
severely wounded child of the south.
A child who cannot be sufficiently embraced by a caregiver may suffer psychological harm especially since the child is in "survival" 1st chakra mode during the first few years of life.
"Attachment theory states that a strong emotional and physical attachment to at least one primary caregiver is critical to personal development in early life."
Secure children feel "seen, secure, soothed and safe"
and that their caregivers always have their backs. They will also feel free to explore their environment safely.
The "Insecure Avoidant" child
can result from an inattentive, neglected childhood causing low self-esteem. They are classically devoid of emotion, detached, independent and live mainly in a physical reality.
The "Insecure Ambivalent or Resistant" child
who has a fickle, ambivalent caregiver may learn not to rely on their attentions. This child may become needy and fears to explore the environment. They may withdraw from relationships and intimacy because they cannot trust any attention received as being reliable. They often are needful of validation and admiration.
More subtle and common, however, is the
"Wounded Child of the South"
who had attentive parents but never received
Unconditional Love.
Once the wounded one later on in life understands the dynamics and heals them they usually already have compassion, and will develop the skills to help others.
"Wounded Child of the South"
who had attentive parents but never received
Unconditional Love.
Once the wounded one later on in life understands the dynamics and heals them they usually already have compassion, and will develop the skills to help others.
These children usually have even overly attentive parents
who are achievement and goal oriented, rather than being interested in wholeness and happiness.
e.g. The child who comes home with excellent grades and gets constant accolades and "love" but only conditioned on their efforts. This can be burdensome to their equanimity.
They will often tend to be attached to;
Perfection rather than excellence.
Knowledge rather than wisdom and have "the need to know."
Are more interested in intensity and another's persona rather than love.
Since the parents are often performance oriented, some children - if they fail - could develop a victim mentality especially if they have a sibling who receives more "love" because of a greater competence.
Those who are empathetic and heart felt, if they become healers, sometimes absorb too much of their client's hurtful burdens.
Those who are empathetic and heart felt, if they become healers, sometimes absorb too much of their client's hurtful burdens.
The Shadow of the Teacher Archetype of the West
These four basic archetypes were present in indigenous communities when life was hard but more simple. These communities also had rites of passage to help the youth through the West which is often the dark night of the soul
(black in color.) The season is fall - the time for "hibernation," introspection and going inward. Hormones are raging (second chakra) and emotions are hard to handle. The adolescent often is confused as to who s/he is and where he may be going. Gangs and other toxic initiations are examples of a pathological initiation process gone terribly wrong.
The basic principle of the rite of passage was for the elders to take the adolescent away from the parents - in the case of a girl, at menarche, to be guided by the crones but not the mother, and in the case of a son, the elders but not the father.
The basic principle of the rite of passage was for the elders to take the adolescent away from the parents - in the case of a girl, at menarche, to be guided by the crones but not the mother, and in the case of a son, the elders but not the father.
It is not so much that the wounded adolescent becomes a teacher but rather s/he needs skilled teacher/s or elder/s to guide them to the north. If the teacher has a lot of wisdom s/he may even be able to guide the adolescent through the North (the Adult) to the East (the Visionary) and to their destiny. This is the ultimate purpose of a rite of passage for the adolescent. The journey and the proceeds or grail of the initiation or vision quest are validated and expanded by the elders of the tribe to help guide them to their destiny.
Attachment to outcome and control.
All knowing rather than open to ideas.
Detached and aloof from the student or initiate.
Uses judgment rather than discernment.
Criticises rather than being supportive.
Curriculum oriented instead of learning based.
Emotional and reactive rather than patient.
Often a disciplinarian who is punitive rather than corrective while still being encouraging.
It doesn't help that our educational system stresses results rather than learning and many teachers would like to be different but cannot. Finland supposedly has the best, most effective eduction system and their principles are somewhat alarming to us in the U.S.A. The children do not get homework and so have more time to play. They are not tested because testing is thought to be valid for only one type of learning. They learn to think and explore and love learning, not be burdened by it. Finland's main premise is in having happy children by allowing them to be children. Andre Agassi, the brilliant tennis player, admitted to hating tennis because of his overambitious father. The same can occur from a teacher or parent who is after grades rather than learning and knowledge.
The wounded child or adolescent often adopts a similar attitude later in life when s/he moves into whatever archetype or profession they choose to be. We are not only victims of our circumstances but also manifest them on others later in life.
Unless recognized and healed these "shadows" can follow any of the above through all of the four directions. They can be corrected in adulthood or preferably even sooner.
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