A Quote by Frederick Lenz
If I ever write an autobiography about teaching meditation in the West, I'll call it "Pissing In the Wind - Teaching Buddhism in America".
Related Quotes
The purpose of studying Buddhism is not to study Buddhism, but to study ourselves. That is why we have teaching. But the teaching is not ourselves. It is some explanation of ourselves. To study the teaching is to know yourselves. That is why we do not ever attach to the teaching, or to the teacher. The moment you meet a teacher you should leave the teacher, and you should be independent. You want a teacher so that you can be independent. So you study yourselves. You have the teacher for yourselves, not for the teacher.
Hinduism threw away Buddhism after taking its sap. The attempt of all the Southern Acharyas was to effect a reconciliation between the two. Shankaracharya's teaching shows the influence of Buddhism. His disciples perverted his teaching and carried it to such an extreme point that some of the later reformers were right in calling the Acharya's followers "crypto-buddhists".
Because everyone who try a-go to church, and they were trying to teach but they weren't teaching, they was brainwashing. Since I would never call that teaching.
Dharma has several connotations in South Asian religions, but in Buddhism it has two basic, interrelated meanings: dharma as 'teaching' as found in the expression Buddha Dharma, and dharma as 'reality-as-is' (abhigama-dharma). The teaching is a verbal expression of reality-as-is that consists of two aspects-the subject that realizes and the object that is realized. Together they constitute 'reality-as-is;' if either aspect is lacking, it is not reality-as-is. This sense of dharma or reality-as-is is also called suchness (tathata) or thatness (tattva) in Buddhism.
It's a warm wind, the west wind, full of birds' cries; I never hear the west wind but tears are in my eyes. For it comes from the west lands, the old brown hills, And April's in the West wind, and daffodils.
I earn my living by teaching film, mostly filmmaking but also teaching courses on current cinema. I'm interested in movies. I hope that's not all I'm interested in. In that sense, it's maybe a little misleading. I don't expect to make another movie about films, but I may continue to write about them.
I started teaching in '76 and I'd been a photographer at the Geographic for six years. But prior to being at the Geographic I was a teacher. Plus my parents were teachers and my brother and my grandparents. So it was the culture of our family to think about teaching, to talk about teaching, to talk about teachers.
My first book deal was actually for a textbook - 'Judo and You' - that I wrote while teaching at Temple University. A scout for Kendall-Hunt came looking for someone to write the book, and even though it wasn't a course I was teaching there, I agreed to write it.
I have written more than 100 novels and novellas since 1983 - I was first published in 1985. There was an overlap of three years with my teaching career, but finally I felt good enough about my writing career to quit teaching and write full time.
No matter what I write or speak about, it always has some connection to how our spiritual understanding impacts the world we live in. Whether I'm writing or teaching about nutrition, pilates, green living or meditation, all topics simmer down to self thought and intention.
Be light-hearted, light-footed. Be of light step. Don't carry religion like a burden. And don't expect religion to be a teaching; it is not. It is certainly a discipline, but not a teaching at all. Teaching has to be imposed upon you from the outside and teaching can only reach to your mind, never to your heart, and never, never to the very center of your being. Teaching remains intellectual. It is an answer to human curiosity, and curiosity is not a true search.
I do bring my teaching together with my writing. I make students write in class, and do the same prompts I give them. I'm always on the lookout for teaching poems - poems that inspire me and my students to write poems in response.
Teaching for creativity involves teaching creatively. There are three related tasks in teaching for creativity: encouraging, identifying and fostering.
I was aware that the teaching of drawing was being stopped almost 30 years ago. And I always said, 'The teaching of drawing is the teaching of looking.' A lot of people don't look very hard.
The truth is, I should have never done teaching. I did teaching because I didn't have the bottle to have a go at comedy. Whether there's any gain to comedy is not for me to say. But certainly it was no loss to teaching.
People may talk about intellectual teaching, but what we principally want is the moral teaching.
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