--- In [email protected], "authfriend" <[EMAIL PROTECTED]> wrote: > --- In [email protected], TurquoiseB <[EMAIL PROTECTED]> > wrote: > > --- In [email protected], "authfriend" <[EMAIL PROTECTED]> > wrote: > > > --- In [email protected], TurquoiseB <[EMAIL PROTECTED]> > > > wrote: > > > > --- In [email protected], "Patrick Gillam" > > > <[EMAIL PROTECTED]> wrote: > > > > > This entire thread has pointed up for me the > > > > > damned-if-you-do, damned-if-you-don't nature > > > > > of spiritual teaching. > > > > > > > > Exactly. And the whole problem is that some in this thread > > > > are suggesting that there is a "right" way to be a spiritual > > > > teacher. IMO that's a lot like every other theory that proposes > > > > a "one size fits all" approach...it's unrealiistic and > > > > ineffective. > > > > > > > > Teachers are different. They have different approaches, > > > > based on their individual paths, their individual predilections, > > > > and their individual personalities. Students are different. > > > > They, too have individual predilections and personalities. > > > > Some students feel more comfortable with a teacher who > > > > teaches a certain way; others feel more comfortable with a > > > > teacher who teaches a completely opposite way. > > > > > > > > Where is the problem in this? > > > > > > The problem occurs when the teacher evokes a response > > > from the student that is clearly not what he or she > > > intended > > > > Sez who? > > Since you were essentially asking the question > with regard to my thesis, I responded from my > perspective.
I see. So all of the judgments about "not what the teacher intended" and "counterproductive" below should be viewed as having been made from the point of view of ignorance. Thank you for clarifying. > > There are traditions in which the teacher *deliberately* sets > > out to push the students' buttons. The more they are pushed, > > the better he has done his job. > > Be a good idea to actually read the words you're > responding to, in this case the words "clearly not > what [the teacher] intended." As seen by the ignorant from the point of view of ignorance. > Also the words that follow, "distinctly > counterproductive": As seen by the ignorant from the point of view of ignorance. > > > ...and which demonstrates that what the teacher > > > had said was distinctly counterproductive--and the > > > teacher not only doesn't back off and try another > > > approach, but continues to ram the first approach down > > > the student's throat, even blaming the student for > > > having had that negative reaction in the first place. > > > > You are *again* trying to judge the effectiveness of a > > teaching that is supposed to eliminate ignorance *from > > the point of view of ignorance*. > > <duh> > > Who CARES what the > > student thinks about his buttons being pushed if the > > button-pushing eventually creates a situation in the > > student's mind/body construct that allows it to drop its > > stories and realize its essential nature as enlightenment? > > "Clearly not what the teacher intended"..."distinctly > counterproductive." As seen by the ignorant from the point of view of ignorance. > > You are essentially saying that the teacher should tailor > > his teaching to the limitations of the student. That seems > > to me a rather effective method for perpetuating ignorance. > > "Clearly not what the teacher intended"..."distinctly > counterproductive." As seen by the ignorant from the point of view of ignorance. > > Think of it in terms of a drug-addiction analogy. The > > teacher is trying to get the student to realize that he is > > addicted to a dangerous drug (ignorance, the ego, self, > > his "stories"). The student doesn't LIKE being told this. > > So you're saying that the teacher should back off and > > tell the student that he ISN'T addicted to drugs, or that > > his drug dependency wasn't his own fautt? :-) > > "Clearly not what the teacher intended"..."distinctly > counterproductive." As seen by the ignorant from the point of view of ignorance. > > > "Skillful means," again. It isn't a matter of using > > > a one-size-fits-all approach, to the contrary. It's > > > a matter of being able to find the approach that will > > > most benefit the student. That's the kind of "empathy" > > > I'm talking about. And hope for, as seen by the ignorant from the point of view of ignorance. To subscribe, send a message to: [EMAIL PROTECTED] Or go to: http://groups.yahoo.com/group/FairfieldLife/ and click 'Join This Group!' Yahoo! Groups Links <*> To visit your group on the web, go to: http://groups.yahoo.com/group/FairfieldLife/ <*> To unsubscribe from this group, send an email to: [EMAIL PROTECTED] <*> Your use of Yahoo! Groups is subject to: http://docs.yahoo.com/info/terms/
