The material we are getting these times often has a very liberal quality to it. Yesterday evening it was a question-and-answer between the Study Society and His Holiness on the theme of giving knowledge. One question was something like, "we want to give the knowledge, but until it's natural it comes across as 'we know'". HH responded that it was good to try to understand as thoroughly as possible before teaching, but that one should not try to get it perfect, but just give whatever one has. In the process, the teacher learns more than the student and so continues to have something to give. One of the group remarked that often in saying "I don't know ..." an answer to a student's question seemed to show itself, "... but, it seems like this ..."
Humility, so late in the day. I suppose that is what the parable of the vineyard is about - it really doesn't matter how long it takes to come to the spiritual work. So long as you do, the years of folly are forgiven.
Worldly reparations may still, of course, be required.
Thursday, July 06, 2006
Humility
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It occurs to me, after reflecting on the above, that it might be useful to consider not only how one gives knowledge but also the channels of that knowledge. The big umbrella.
To take but one example - the mukabele as practised by the Study Society. (Pron. moo-ka-beh-lay)
Sometimes known as 'whirling Dervishes' the mukabele, or 'turning', has been practised every Friday evening in Barons Court since the Study Society was asked to act as guardian and protector following persecution in Turkey.
For over 50 years the Study Society has done just this and on the 2nd Friday of every month visitors may attend.
Members of my group attended earlier this year (with tutor, assistant tutor and assistant tutor's husband). If you'd like to witness the mukabele,just ring tel. 020 8748 9338 to make arrangements.
Clearly, the full effect of mukabele will be strongest on those taking part. But, even as a spectator, I experienced the force of 'a still point in a turning world', as generated by mukabele.
"HH responded that it was good to try to understand as thoroughly as possible before teaching, but that one should not try to get it perfect, but just give whatever one has."
A bit of a departure from "Act then understand"...
Or you could say, "Act, then understand" is a bit of a departure.
Yes, it may be a departure - but perhaps a departure from accustomed ways.
Maybe we have argued this point before. I've just been reading The Mind Map Book by Tony and Barry Buzan and they give an account of the traditional method of learning from a guru as:
1. Faithful obedience to the instructions.
2. Questioning and exploring the method, once the basics are mastered.
3. Creativity and personal expression.
I am not saying that 'act, then understand' is wrong, but that it is ONLY for beginners. The first year, perhaps.
If we insist on obedience when someone should be moving on to questioning, then we are no longer the solution, but the problem.
Just to be clear with you about my view of this, I think the School has stumbled and stopped at point 1. Points 2 and 3 are not just for the elite, but for everyone. We all can question and refine, and we all can be creative and add something new to the mix.
I would like us to try out a new idea. That there are no "foot soldiers", no "hewers of wood and drawers of water", no uncreative and unthoughtful lumpen proles. No inert matter in need of enlivening with The Teaching. And equally, that there is no elite class of "tutor material".
Let's try that out for a year or two.
There is no real disagreement here, it's just a different way of coming at it.
To take an example. I jumped onto this blog because I liked what I saw and thought it had real potential for creative change. Just to read it was liberating and to contribute even more so. If I'd waited until I understood, I might have waited for ever.
In other words, a quick response did the business.
'Act then understand' doesn't necessarily mean one is 'other directed'. It could equally well mean that one is 'inner directed', that the response is called forth to meet a need, perhaps to chime with one's nature.
I just find that I often understand as I go along. Not always - sometimes the landscape is spread out in advance, but often it's discovered as one walks towards it.
I like the idea you've proposed but it, too, is a step into the unknown.
If what you mean by "act, then understand" is "learning on the job" then I can't really disagree.
Damn, another good argument spoiled by mutual understanding!
OK, oh combative one, get this!
'Learning on the job' - how mundane is that? Yes, it happens, yes, it's necessary, e.g., washing-up, it's a good word for an apprenticeship, but how about a step into the unknown?
There's that lovely phrase introduced in Part 1 - kissing life as it flies by.
You gotta be quick - otherwise the moment is gone!
No, I'm sorry. The moment has passed and I'm not feeling in the mood to argue about it. Of course, I am all in favour of steps into the unknown.
I prefer in some ways to use "mundane" turns of phrase on the grounds that the words can seduce people who don't really know what you're talking about.
Emerson says that we should use plain or understated language, just as if we were going on a journey we would use the smallest bag possible that would carry our luggage.
Good image by Emerson - thanks for introducing it.
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