Barriers to Embracing the Spiritual Calling

Based on the analyzed data, several reasons can be highlighted as to why a person might postpone their calling to become a spiritual teacher, even if there are omens:

1. Imperfect inner preparation and immaturity. There is an opinion that for such a great and responsible task one must undergo a long process of maturation rather than merely a formal preparation.

For instance, one of the sources notes: "And one must demand a long preparation for monastic life, not a formal training, not a drill, but a maturation: can this person live with God and only with God, and from within that communion with God perform their task, or not?

.. Practically speaking, this means that many students will not be ordained at the end of the course, but eventually they will grow into the full measure of their humanity." (source: link txt)

2. The influence of the environment and external circumstances. Family members or close associates may unintentionally or deliberately create obstacles on the path of choosing the spiritual route – for example, by opposing further education or even exerting pressure that might force one to abandon further sacred studies. It is noted that:
"But once she recovered, she again began to hinder her son from studying theology. And in the end he left the theological faculty, abandoned singing, and ruined himself in vain." (source: link txt)

3. Personal internal barriers and the struggle with oneself. The path to spiritual teaching requires not only deep understanding but also the ability to accept the limitations of one’s own strength, the readiness to embrace one’s vulnerability, and the capacity to overcome internal contradictions. In one remark it is stated:
"Teaching is often associated with the diminishment of the teacher's self-esteem and a feeling of personal dissatisfaction. Therefore, the teacher must believe in himself and his calling – and paradoxically, that belief demands deep humility..." (source: link txt)

4. Emotional experiences and self-awareness. On the path to fulfilling one's calling, a person may encounter deep emotional experiences, jealousy, feelings of inadequacy, and inner conflict. As one of the authors recalls the years of study, when the inner fire of self-loving feelings hindered the fullness of spiritual development:
"Because of this I cried, envied my companions, experienced heavy moments, and was upset over the weakness of my gifts. I would call seventeen years of study an unceasing passionate burning in the fire of self-loving feelings..." (source: link txt)

Thus, even in the presence of omens, a person may postpone his calling to become a spiritual teacher due to a lack of inner maturity and preparation, external pressures or obstacles from loved ones, as well as difficulties in overcoming personal emotional and psychological barriers.

Supporting citation(s):
"And one must demand a long preparation for monastic life, not a formal training, not a drill, but a maturation: can this person live with God and only with God, and from within that communion with God perform their task, or not?.. Practically speaking, this means that many students will not be ordained at the end of the course, but eventually they will grow into the full measure of their humanity." (source: link txt)

"But once she recovered, she again began to hinder her son from studying theology. And in the end he left the theological faculty, abandoned singing, and ruined himself in vain." (source: link txt)

"Teaching is often associated with the diminishment of the teacher's self-esteem and a feeling of personal dissatisfaction. Therefore, the teacher must believe in himself and his calling – and paradoxically, that belief demands deep humility..." (source: link txt)

"Because of this I cried, envied my companions, experienced heavy moments, and was upset over the weakness of my gifts. I would call seventeen years of study an unceasing passionate burning in the fire of self-loving feelings..." (source: link txt)