The treasury of knowledge book five buddhist ethics buddhist ethics v 5 (9)

The Spiritual Teacher and Student 65 Creating a Congenial Setting [a] The scriptures describe at length the procedure for creating the setting 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 malevolent 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 66 Buddhist Ethics The 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 imagined 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 approach 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 The Spiritual Teacher and Student 67 The Master’s Discourse [1] This section has three parts: (1) the experienced speaker, (2) the teaching methods, and (3) the styles of teaching The Experienced Speaker [a] The speaker must possess three qualifications: (1) expertise, (2) benevolence, 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 teaching is relevant to the subject, moderate in length, and logical throughout), 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 68 Buddhist Ethics These 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 discourse 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 useful 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 effective, the teacher must, at the very least, show compassion by teaching 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 disciples: acceptance of hardship or fatigue when teaching, responsiveness 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, The Spiritual Teacher and Student 69 Pleasant 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 ascertainment 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 explanation [of the main body of the text] is given with clarifications to dispel uncertainty Then, through analysis118 of the explicit and implicit 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 objections based on [possible] misinterpretations of what he or she has taught by stating, for example, that a particular point is contradictory, redundant, or lacks a due connection He or she then responds to these possible objections, thereby dispelling misunderstandings  ... 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]1 05 to the ground and then offers... 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 explanation... then offers pleasing gifts and a vast imagined offering of the entire universe Behaving Respectfully [b] The Garland of Former Lives of the Buddha states106: Sit on the lowest seat, Maintaining humble