But when the buffalo went away the hearts of my people fell to the ground, and they could not lift them up again. After this nothing happened.
— Plenty Coups, Crow Chief
Meaning in life is contingent upon the context in which we live our lives. A meaningful act in one context may not have any meaning in another. This was the dilemma the Crow faced when they had to give up their nomadic life and move to reservations. The actions that defined a warrior — horse-stealing, war, planting a coup stick, making an opposing tribe recognize the boundary of one’s range — no longer had meaning. It was not that one had failed at these actions. These actions had lost any sense of significance.
Such a shift is hard for most of us to imagine, yet, in both social and spiritual matters, we have definite notions of success and failure, of what gives meaning to life.
Socially, we usually define success in terms of happiness, prosperity, reputation, and respect.
What does it mean to “be successful” in one’s spiritual practice? Some might say it means to be awake, to be present. Others might say it means to have passed on faithfully the teachings, practices, understanding, experience, and rituals one received. Others might say it means to have developed a body of teaching and transmitted to a group of students who will transmit it in turn. Still others might say that it means to have lived one’s life without regret.
Is success the same in Zen, Theravadan, or Tibetan Buddhism, or are there differences? What about Buddhism as it is practiced in the West?
Spiritual practice, on the other hand, is concerned with the life we actually experience, the life that consists only of thoughts, feelings, and sensations, and the awareness in which these arise. In this life, what constitutes success or failure.
This is the parallel with Plenty Coups summation of what happened to the Crow. There is an important difference. The Crow did not seek the end of their life as they knew it. It was imposed upon them by the invasion of their territory by a materially more powerful people who had a different view and understanding of life. In spiritual practice, however, we intentionally seek to uncover the knowing in which our life as we know it comes to an end.
Saturday, October 25, 2008
Friday, May 16, 2008
Rational Choice Theory and Teaching
Rational Choice Theory is the basis of much of economic and sociological theory. The theory is highly suspect in most choice situations.
Much of Buddhism is presented and taught on the basis of RTC. Just look at the expositions in Jewel Ornament of Liberation, for instance.
If RTC is bunk, what do you do when teaching?
My sense is we need to move the emphasis to learning and away from teaching.
In other words, the primary task of the teacher is to create situations and environments in which people learn and build:
1. the possibilities and viability (addresses willingness) of venturing into the mystery
2. skills they need to do so
3. capacities they need to do so
What they do, then, is not up to the "teacher". The teacher has done his or her job.
What the teacher should not do is explain or try to convince the student that this is a good idea!
Tuesday, May 13, 2008
Buddhism and Science
The so-called debate between science and religion is better viewed as a conflict between modern and traditional cultures, the former looking to individual exploration and agency as guides, the latter relying on examples of past perfection as guides.
Buddhism, it can be argued, was (is) the first modern religion. While in its institutional forms, it echoes the values and processes of traditional cultures, at its core, it's about individual exploration. As Buddha Shakyamuni said just before he died, "I've shown you a way. Work out your own freedom."
Recently, David Brooks, a columnist for the NY Times, wrote:
First, the self is not a fixed entity but a dynamic process of relationships. Second, underneath the patina of different religions, people around the world have common moral intuitions. Third, people are equipped to experience the sacred, to have moments of elevated experience when they transcend boundaries and overflow with love. Fourth, God can best be conceived as the nature one experiences at those moments, the unknowable total of all there is.
Here, in a nutshell, is the core of the tension. Traditional cultures hold their own religions and institutions special and sacred while modern cultures see these religions and institutions as particular expressions of universal principles. Traditional cultures object to the undermining of their specialness. Modern cultures object to the privileged status of a particular formulation in a pluralistic world.
You can read the whole of Brook's piece here.
Sunday, January 27, 2008
three roots and teacher roles
Teachers perform a number of functions. For now, I'll focus on three.
One is to provide transmission, a source of energy for the student. For this, one doesn't need regular contact or interaction. It can be a one-time meeting. The energy may come through inspiration, through resonance, through interaction, or through devotion. In the last, the teacher is a symbol of being awake, on which the student draws. All this helps build capacity.
A second role is training in specific techniques and perspectives. For this, regular interaction is highly desirable, and quite necessary for some forms of training. In order to guide the student, the teacher needs to see and hear what the student is doing and how the skills are developing. This has to do with skill-development, know-how.
The third role is to bring to the student an awareness of the internal material that is getting in the way of the student. The degree of interaction needed here depends on the student capabilities. This often involves addressing willingness in the student.
A second role is training in specific techniques and perspectives. For this, regular interaction is highly desirable, and quite necessary for some forms of training. In order to guide the student, the teacher needs to see and hear what the student is doing and how the skills are developing. This has to do with skill-development, know-how.
The third role is to bring to the student an awareness of the internal material that is getting in the way of the student. The degree of interaction needed here depends on the student capabilities. This often involves addressing willingness in the student.
Saturday, November 24, 2007
Non-dualism and ideology
The following question was posed recently in an email:
In my readings I have learned of many teachers who espouse a 'non-dualist' angle. I would like to hear any comments and opinions you have about non-dualism from "Buddhism is non-dualist" to "Buddhism and non-dualism couldn't be further apart". To me the similarities are greater than any differences: while both point to the non-existence of the person, Buddhist practice at least provides a method while non-dualist teachings are weak on method in favor of sudden understanding and 'shifts' in consciousness.
This question elicited the following reflections:
As with all things Buddhist, the problem lies in positing dualistic vs non-dualistic perspectives, and in doing so, getting lost in yet another, albeit more subtle, contest of ideologies.
The aim of Buddhism is not dualism or non-dualism. Buddhism sees both positions as tools to an end, and the end is, depending on how you put it, compassion or the end of suffering.
Buddhism encourages the development of skill in life. As practice and experience deepen, one naturally sees that attachment to a sense of self prevents one from responding skillfully in many (perhaps most) situations. Thus, one lets go such attachment.
On the other hand, sometimes the expression of compassion or the ending of suffering will require an unambiguous stand, "There is a boundary here and here you have to meet me." Not exactly non-dual.
I find Musashi, the Japanese swordsman very helpful here and have adapted something he said about martial arts to Buddhism:
Buddhism is a way of freedom. Many people, when studying this way, may think that the skills one develops will not be useful in real situations. The true way of Buddha is to train so that these skills are useful at any time and to teach these skills so that they will be useful in all things.
Buddhism puts great emphasis on path, on the cultivation of willingness, know-how and ability. Insight or shifts in consciousness are not enough. The aim is to live, effectively and skillfully, in a way that ends suffering, in oneself and others.
Ideology of any kind is highly problematical as it usually evolves into preference and prejudice, with the inevitable results.
In my readings I have learned of many teachers who espouse a 'non-dualist' angle. I would like to hear any comments and opinions you have about non-dualism from "Buddhism is non-dualist" to "Buddhism and non-dualism couldn't be further apart". To me the similarities are greater than any differences: while both point to the non-existence of the person, Buddhist practice at least provides a method while non-dualist teachings are weak on method in favor of sudden understanding and 'shifts' in consciousness.
This question elicited the following reflections:
As with all things Buddhist, the problem lies in positing dualistic vs non-dualistic perspectives, and in doing so, getting lost in yet another, albeit more subtle, contest of ideologies.
The aim of Buddhism is not dualism or non-dualism. Buddhism sees both positions as tools to an end, and the end is, depending on how you put it, compassion or the end of suffering.
Buddhism encourages the development of skill in life. As practice and experience deepen, one naturally sees that attachment to a sense of self prevents one from responding skillfully in many (perhaps most) situations. Thus, one lets go such attachment.
On the other hand, sometimes the expression of compassion or the ending of suffering will require an unambiguous stand, "There is a boundary here and here you have to meet me." Not exactly non-dual.
I find Musashi, the Japanese swordsman very helpful here and have adapted something he said about martial arts to Buddhism:
Buddhism is a way of freedom. Many people, when studying this way, may think that the skills one develops will not be useful in real situations. The true way of Buddha is to train so that these skills are useful at any time and to teach these skills so that they will be useful in all things.
Buddhism puts great emphasis on path, on the cultivation of willingness, know-how and ability. Insight or shifts in consciousness are not enough. The aim is to live, effectively and skillfully, in a way that ends suffering, in oneself and others.
Ideology of any kind is highly problematical as it usually evolves into preference and prejudice, with the inevitable results.
Sunday, September 30, 2007
Wash your own dishes
To teach, do not be a teacher.
As Stephen Batchelor brings out in Verses from the Center, a walker appears only when a person starts to walk. Similarly, a teacher appears only when two people interact in a certain way.
A person may sit in a room and talk about the most profound understandings and insights but there is no teaching (let alone a teacher) if there is no one else present (or no one is listening).
There is no "teacher" as such, but when conditions are right, teaching (and learning) take place. The same, of course, is true for "student".
To see oneself as a teacher is to create an imbalance in the world.
One has only what one experiences. As time passes and one accumulates more and more experience, there is a greater and greater tendency to see the person in the student role only in terms of that experience. Assumptions and projections proliferate, and the results are both inevitable and predictable.
In each encounter, put aside everything you think you know. It won't go away: it will be there if and when you need it. But in forgetting about it, you create the conditions for seeing, to use Uchiyama's phrase, "the direction of the present" and what is to unfold in each moment.
When people thank and tell you how much you've helped them, what they say has nothing to do with you. This is just their way of expressing joy in their own experience. Remember this, too, when people complain or criticize.
Rest deeply in your own experience: you will know, through your body and feelings, whether you respond to the direction of the present, or fall into projection and reaction.
Do not accept special treatment. There is a slippery slope here, because, when teaching, you will sometimes need quiet and space and assistance in routine affairs. Regard these only as things needed for teaching, not as things that are due to you because of a position. In other words, always wash your own dishes.
Some say that it is important to let students treat their teacher as special, as an expression of their devotion and appreciation. Here, the slippery slope becomes a cliff, for in accepting such special treatment, you are confirming an identity in the eyes of such students, instead of pointing them to their own knowing.
Consider carefully the question "Why do I teach?" In the end, it must, in some way, be part of your path—that is, when you teach, you wake up in some way.
As Stephen Batchelor brings out in Verses from the Center, a walker appears only when a person starts to walk. Similarly, a teacher appears only when two people interact in a certain way.
A person may sit in a room and talk about the most profound understandings and insights but there is no teaching (let alone a teacher) if there is no one else present (or no one is listening).
There is no "teacher" as such, but when conditions are right, teaching (and learning) take place. The same, of course, is true for "student".
To see oneself as a teacher is to create an imbalance in the world.
One has only what one experiences. As time passes and one accumulates more and more experience, there is a greater and greater tendency to see the person in the student role only in terms of that experience. Assumptions and projections proliferate, and the results are both inevitable and predictable.
In each encounter, put aside everything you think you know. It won't go away: it will be there if and when you need it. But in forgetting about it, you create the conditions for seeing, to use Uchiyama's phrase, "the direction of the present" and what is to unfold in each moment.
When people thank and tell you how much you've helped them, what they say has nothing to do with you. This is just their way of expressing joy in their own experience. Remember this, too, when people complain or criticize.
Rest deeply in your own experience: you will know, through your body and feelings, whether you respond to the direction of the present, or fall into projection and reaction.
Do not accept special treatment. There is a slippery slope here, because, when teaching, you will sometimes need quiet and space and assistance in routine affairs. Regard these only as things needed for teaching, not as things that are due to you because of a position. In other words, always wash your own dishes.
Some say that it is important to let students treat their teacher as special, as an expression of their devotion and appreciation. Here, the slippery slope becomes a cliff, for in accepting such special treatment, you are confirming an identity in the eyes of such students, instead of pointing them to their own knowing.
Consider carefully the question "Why do I teach?" In the end, it must, in some way, be part of your path—that is, when you teach, you wake up in some way.
Thursday, June 7, 2007
sociology of religious movements
Stephan Fuchs, in Against Essentialism (pg. 61), provides the following summary of Emile Durkheim's analysis of the evolution of religious groups. While the language is somewhat opaque, the essential points seem to shine through.
My interest in this kind of overview is to understand the various influences acting on or in a given individual or group and adapt teaching, advice, coaching, or training to meet the exigencies of that situation precisely and appropriately. A great deal of effort can be expended fruitlessly in resisting a tide of natural evolution, as King Canute of Denmark demonstrated. On the other hand, a clear understanding of the ebb and flow of tides can reveal areas and approaches where the right teaching or advice can open a new level of understanding or new possibilities to the individual.
Isolated groups with high social density and strong moral commitments to tradition tend to reify their sacred cultural tokens in totems and taboos. They do not allow for much internal diversity and dissent. Lacking contact with alternatives, the group's culture acquires logical and moral necessity, mapped onto the very fabric of the world itself. The group's way of life seems to realize the natural order of things.
Such groups have facts and universals, true in all possible worlds. The core cultural possessions are carefully protected and guarded against decay and dissent. Since the important truths are already known, innovators are prosectued as dangerous heretics straying from the righteous path.
As coupling loosens, density declines, and outside contacts increase, more contingency and alternative possibilities flow into the world. The group increases its tolerance for deviance and dissent. Some nonconformity is rewarded as innovation. Some facts become ambiguous, some universals turn out to be historic individuals, and some moral certainties become less sure of themselves. Criticism emerges and no longer indicates moral failure and irresponsibility. The future becomes more uncertain, not just an extension of the good traditions. Instead, the open future promises more innnovations and discoveries; it is a future that needs to be made, and might be made in different ways. More cosmopolitan and decentralized networks sustain more pluralism.
Under certain conditions, loose coupling might lead to decoupling, or fragmentation of communication and interaction. Self-sustaining subcultures emerge, with few or no overlaps. the group's attention space divides into multiple perspectives, who incommensurability increases with decreasing exchange frequency and density across borders and boundaries. Contingency turns into arbitrariness, the historical sesnse into relativism, and each perspective expresses only the idiosyncratic standpoint from which it emerges. Criticism exaggerates into global and foundational skepticism.
The first group condition produces realism about facts and universals. The second favors pragmatic innovation and discovery, while the third one leads to conversational and perspectival relativism.
This overview may help to understand why some groups fear paradigm shifts and others embrace them, why some groups have a hard time distinguishing discoveries and advances from fads and fashions. In particular, when density and isolation are high, one would expect rigid and exclusive cultural classifications and a decrease in doctrinal, moral, and ritual intensity as boundaries become more permeable. While this description was developed from observation of religious groups, the same phenomena and progressions can be observed in a wide variety of settings, from corporate cultures to scientific research communities to academic enclaves.
My interest in this kind of overview is to understand the various influences acting on or in a given individual or group and adapt teaching, advice, coaching, or training to meet the exigencies of that situation precisely and appropriately. A great deal of effort can be expended fruitlessly in resisting a tide of natural evolution, as King Canute of Denmark demonstrated. On the other hand, a clear understanding of the ebb and flow of tides can reveal areas and approaches where the right teaching or advice can open a new level of understanding or new possibilities to the individual.
Isolated groups with high social density and strong moral commitments to tradition tend to reify their sacred cultural tokens in totems and taboos. They do not allow for much internal diversity and dissent. Lacking contact with alternatives, the group's culture acquires logical and moral necessity, mapped onto the very fabric of the world itself. The group's way of life seems to realize the natural order of things.
Such groups have facts and universals, true in all possible worlds. The core cultural possessions are carefully protected and guarded against decay and dissent. Since the important truths are already known, innovators are prosectued as dangerous heretics straying from the righteous path.
As coupling loosens, density declines, and outside contacts increase, more contingency and alternative possibilities flow into the world. The group increases its tolerance for deviance and dissent. Some nonconformity is rewarded as innovation. Some facts become ambiguous, some universals turn out to be historic individuals, and some moral certainties become less sure of themselves. Criticism emerges and no longer indicates moral failure and irresponsibility. The future becomes more uncertain, not just an extension of the good traditions. Instead, the open future promises more innnovations and discoveries; it is a future that needs to be made, and might be made in different ways. More cosmopolitan and decentralized networks sustain more pluralism.
Under certain conditions, loose coupling might lead to decoupling, or fragmentation of communication and interaction. Self-sustaining subcultures emerge, with few or no overlaps. the group's attention space divides into multiple perspectives, who incommensurability increases with decreasing exchange frequency and density across borders and boundaries. Contingency turns into arbitrariness, the historical sesnse into relativism, and each perspective expresses only the idiosyncratic standpoint from which it emerges. Criticism exaggerates into global and foundational skepticism.
The first group condition produces realism about facts and universals. The second favors pragmatic innovation and discovery, while the third one leads to conversational and perspectival relativism.
This overview may help to understand why some groups fear paradigm shifts and others embrace them, why some groups have a hard time distinguishing discoveries and advances from fads and fashions. In particular, when density and isolation are high, one would expect rigid and exclusive cultural classifications and a decrease in doctrinal, moral, and ritual intensity as boundaries become more permeable. While this description was developed from observation of religious groups, the same phenomena and progressions can be observed in a wide variety of settings, from corporate cultures to scientific research communities to academic enclaves.
Subscribe to:
Posts (Atom)