Expertise [i] When teaching, the master demonstrates three kinds of expertise When teaching, the master demonstrates eight qualities.. Expertise in the Subjects [A'] Ideally, the teacher
Trang 1Creating a Congenial Setting [a]
The scriptures describe at length the procedure for creating the set-ting The White Lotus of the True Doctrine [Scripture]102 states:
In a clean and pleasant environment,
Wearing fine, tidy, and good-looking robes,
The teacher should take his place
On an attractive and slightly raised seat
Draped with various kinds of elegant cloth.
and
In the midst of a gathering of attentive disciples,
Without concern for material gain or prestige,
He teaches enthusiastically, motivated by loving-kindness.
Driving Away Malevolent Influences [b]
According to the procedure described in the Questions of Sagaramati Scripture, the teacher should keep five thoughts in mind103:
Regarding himself as a physician,
The teaching as medicine,
The listeners as patients,
The Transcendent One as the supreme being,
And wishing that the doctrine last long.
The teacher then recites the charm104 that prevents the class of ma-levolent gods from approaching within a radius of one hundred leagues
Maintaining Dignity [c]
When teaching, the spiritual master does not lie down, slouch or stretch the legs, etc., but behaves as did the Shakya King when turning the doctrinal wheel He or she avoids verbosity, repetitiveness, speaking
in a poor timbre of voice or in a pitch that is high or low, but speaks clearly and distinctly, with an abundance of the melodious qualities [of speech] While teaching, the master relinquishes any feelings of attachment or aversion and remains absorbed [in the contemplation
of emptiness] or in deity meditation, etc., depending on the occasion Then, with the aspiration to benefit all sentient beings and to guide them to the state of happiness and well-being, the master invokes a rain of teachings to descend on the disciples
Trang 2The Responsibilities of the Disciple [2]
The disciple makes offerings, behaves respectfully, and values the opportunity.
The disciple has three tasks: (1) to make suitable offerings, (2) to behave respectfully, and (3) to value the opportunity
Making Suitable Offerings [a]
The disciple first prostrates by touching the five points [of the body]105 to the ground and then offers pleasing gifts and a vast imag-ined offering of the entire universe
Behaving Respectfully [b]
The Garland of Former Lives of the Buddha states106:
Sit on the lowest seat,
Maintaining humble dignity;
Look [at your teacher] with joy in your eyes;
Drink in his words like an elixir.
With reverence, a pure and deeply inspired mind,
Wholeheartedly bow to [the teacher].
Then as a patient heeds the physician’s advice,
Respectfully listen to the doctrine.
The disciple does not lie down, slouch, or turn the back to the master, etc., but kneels or sits straight Behaving respectfully and remaining silent, he or she listens with full attention
Valuing the Opportunity [c]
The [Scripture Revealing] the Inconceivable Secrets [of the Transcendent One] states107:
Rare and brief is the appearance of a buddha here,
And to be born as a human is extremely difficult.
But even more exceptional is it to find in this world
Someone inspired to listen to the teachings.
Now that these [unique] circumstances are present, we should ap-proach the doctrine with sincere interest and joy
The Main Activities [B]
This section has three parts: (1) the master’s discourse, (2) respectful listening on the part of the disciple, and (3) the speaker’s and listener’s fulfillment of the six perfections
Trang 3The Master’s Discourse [1]
This section has three parts: (1) the experienced speaker, (2) the teach-ing methods, and (3) the styles of teachteach-ing
The Experienced Speaker [a]
The speaker must possess three qualifications: (1) expertise, (2) be-nevolence, and (3) patience
Expertise [i]
When teaching, the master demonstrates three kinds of expertise
When teaching, the master demonstrates eight qualities To begin with,
he or she is well versed (1) in the subjects, (2) in the presentation, and (3) in skillful conduct
Expertise in the Subjects [A']
Ideally, the teacher would be learned in all subjects within the entire collection of scriptures The teacher must at least be proficient in the language, meaning, scriptural references, reasoning, and essential instructions related to the subject being presented By virtue of these skills, the teacher will thereby be able to resolve students’ doubts
Expertise in Presentation [B']
[A learned presentation comprises three features:] (1) grammatically correct language, (2) coherent delivery (which implies that the teach-ing is relevant to the subject, moderate in length, and logical through-out), and (3) a melodious voice that pleases the audience On this subject, the Scripture Ornament states108:
The teaching of the Buddha is pure in three ways 109 :
Eloquent in voice and language;
Informative, analytic,
Dispelling doubts, and reiterated;
[Concise] for those who understand brief instructions,
And elaborate for those who need lengthy ones.
The manner [in which it is proclaimed]
Is free of eight faults:
Taught with laziness or unclear speech,
Inappropriate, uncertain,
Unable to resolve doubts
Or to confirm the absence [of doubt],
Taught with weariness, or incomplete 110
Trang 4These are regarded as faults in delivery.
A buddha’s teaching is unsurpassable
Because it is devoid of such faults.
Teachings free of these eight faults of delivery are pure in the three ways Alternatively, the Principles of Elucidation states111:
[A teacher should] incorporate twenty qualities 112 into any dis-course in order to eliminate the eleven faults of expression.
Skillful Conduct [C']
Skillful conduct means that the teacher maintains a demeanor that inspires admiration, by manifesting goodness in body, speech, and mind Skillful in knowing students’ conduct means that the teacher comprehends the capabilities, temperaments, and predispositions of students, and teaches accordingly so that the instructions will be use-ful to them
Benevolence [ii]
two types of kindness
Ideally, the teacher would have the compassionate wish to guide all sentient beings to great awakening For the instruction to be effec-tive, the teacher must, at the very least, show compassion by teach-ing out of a desire to help others without concern for material gain and be knowledgeable in the subject to be taught If the teacher
is lacking in altruistic concern and instead is seeking material reward, etc., he or she incurs the moral offense of selling the Buddha’s teaching
Patience [iii]
And three kinds of patience
Three kinds of patience enable a teacher to spiritually nurture dis-ciples: acceptance of hardship or fatigue when teaching, responsive-ness to disciples’ questions, and tolerance toward and the capacity to meet the challenges of others
A discourse given by a teacher who embodies the above qualities will prove interesting and appealing to the listeners, and it will be useful The Scripture Ornament says113:
The bodhisattva who is eloquent in speech
By virtue of a good intellect, an indefatigable mind, concern
for others,
Trang 5Pleasant delivery, and knowledge of proper teaching methods, With the brilliance of his teachings, shines as the sun of
humanity 114
Teaching Methods [b]
This section has two parts: (1) an overview, and (2) a detailed presentation
Overview [i]
and includes six elements in the discourse.
The Synthesis of Phenomenology states that a spiritual discourse should
include six elements: the subject matter to be known, its import, the approach to the knowledge [of the subject], finalized knowledge, its result, and its experience.115 From another point of view, [the same text gives] fourteen elements, such as the “grouping of themes.”116 Some treatises state that a teaching should indicate its purpose and include a summary [of the subject matter] and the literal meaning [of the words of the text] Other treatises state that a discourse should incorporate two aspects, the general meaning and the details
A certain master of the Chim clan117 asserts that a discourse should present the following [three elements]: an introduction that reveals the meaning, an explanation of the [main body of the text], and ascer-tainment with regard to both
The introduction consists of a synopsis of the [subject treated in the] text and contains background information concerning the sources, purpose of the composition, and its subject matter This prelude will allow the student to appreciate the meaning of the text
After the student has gained familiarity with the basic character of the text through the overall view provided by the synopsis, the ex-planation [of the main body of the text] is given with clarifications to dispel uncertainty Then, through analysis118 of the explicit and im-plicit meanings, the student is provided with a good comprehension
of the verbal part [of the text]
The ascertainment [is necessary] because although the student may have understood the explanations, he or she may still not be able to respond to others’ challenges Therefore, [the teacher] presents objec-tions based on [possible] misinterpretaobjec-tions of what he or she has taught by stating, for example, that a particular point is contradic-tory, redundant, or lacks a due connection He or she then responds
to these possible objections, thereby dispelling misunderstandings