Mastering the Core Teachings of Buddha - An Unusually Hardcore Dharma Book

Lastly, there seems to be a somewhat odd lack of support for up-and-coming potential teachers. One of my friends has commented that it can be much easier to get enlightened than to get “lineaged,” i.e.

officially acknowledged that you are a qualified teacher and a reasonable enough person to be allowed to teach, have students referred to you, be a part of the monitoring process that keeps teachers on the up and up, 343

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and that sort of thing. Two of my very best, most dedicated and accessible teachers were not officially sanctioned, despite their high attainments, great teaching ability and extensive knowledge of spiritual practice. Also, there often seems to be little clear articulation of roles that occupy the middle ground, little well developed sense of apprenticeship, little sense of intermediate territory between fully lineaged teacher and student. The degree of these issues varies by tradition.

It is true that there are some good reasons why the senior teaching establishments are slow or reluctant to allow new teachers into the carefully guarded inner circles. There are certain individuals who possess the mastery needed to be a teacher but are not good choices for other reasons, with mental pathology and odd personality traits being chief among them. There are those whose political skills have been such that they have managed to get sanctioned despite the fact that they were not qualified to teach at the level they claimed they could, with predictable associated problems following suit.

However, current senior teachers, many of which are the first generation of Westerners to be so, do not yet seem to be quite as comfortable giving sanction to new teachers as their Asian teachers tended to be giving sanction to them. Perhaps this will correct itself given time, as there is a lot of unused talent out there and a lot of unmet demand for authentic teachers. On the other hand, making a living as a teacher can be hard, and who needs more competition for scarce donations or seats on the front platform at overbooked meditation centers?

It is also true that numerous meditation traditions that have come to the West have many people teaching in them without the foggiest idea that they are not at all qualified to do so. The old texts state that one should have at least crossed the A&P Event to teach, though in the tradition I come from they consider second path as the standard minimum requirement for any sort of teaching. Basically, chancing into a path is impressive, but being able to tag another one demonstrates reproducible competence. I again blame the Mushroom Factor for this, as I suspect that if people knew what reasonable standards are for teachers and that there are actually those who meet these, many would 344

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then realize that they simply shouldn’t be teaching and bow out gracefully.

Beyond this, there are also good reasons to question the very concepts of “teacher” and “student” and the disturbing and often unquestioned rigidity with which they are sometimes applied. One person may have an understanding that they share with someone else and then turn around and ask them a question about something that the person who was a “student” just moments before is skilled in. I have come to the conclusion that some of the best teaching happens in conversations between friends and not in the context of very short, formal interviews with lineaged teachers who have just flown in for the week.

The climate of secrecy surrounding conversations about mastery of these things, restrictive lineage issues and the rarity of engaging in long, deep conversations with harried and over committed Jet Set Dharma Teachers combine to create what I term the “Dharma Underground.”

This refers to loose associations of those who are “in the know” but not officially sanctioned who cautiously seek one another out, support one another, and exchange ideas about how to go deeper in ways that have everything to do with friendship and empowerment and little to do with formal lineages or rigid concepts of “teacher” and “student.”

Often such conversations occur in “silent” retreat centers or in other ways that involve breaking some of the rules that may be helpful from one perspective but also defend the semi-arbitrary privileges of the lineaged elite while disempowering and marginalizing others with valuable and accurate knowledge and experience to share. Interestingly, when reading the old texts I often get the feeling that a significantly more egalitarian, balanced, and friendly style was much more the model that occurred in the early Buddhist community, and I often long for its return.

It is interesting that, unlike Tantric traditions and many others, the Theravada does not have any formal vows of secrecy regarding the details of mastery of its practices. Perhaps they would just be needless overkill.

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Mastering the Core Teachings of the Buddha

35.SO WHO THE HECK IS DANIEL M. INGRAM?