The teacher describes a particular stage of practice in which identification has been refined to the point where one can see clearly that one is not what one is experienced, yet a subtle sense of an "I" as a subject or perceiver remains.
The teacher describes a particular stage of practice in which identification has been refined to the point where one can see clearly that one is not what one is experienced, yet a subtle sense of an "I" as a subject or perceiver remains.
This is, in a sense, a proper step in a form of practice. It is not the only way or the only practice, but the step is to arrive at a point where you have refined identification to such a degree that you can pretty regularly see: "I am not what I am experiencing." And yet, still, there is a sense of an "I" that is this subject, this perceiver. It is very subtle.