A Quote by Adyashanti
A spiritual teaching is a finger pointing toward Reality; it is not Reality itself. To be in a true and mature relationship with a spiritual teaching requires you to apply it, not simply believe in it.
Related Quotes
Teaching a practice can also be a hindrance if it becomes one's identity. To be a spiritual teacher is a temporary function. I'm a spiritual teacher when somebody comes to me and some teaching happens, but the moment they leave I'm no longer a spiritual teacher. If I carry the identity of spiritual teacher, it will cause suffering.
Many people think that it is the function of a spiritual teaching to provide answers to life's biggest questions,
but actually, the opposite is true.
The primary task of any good spiritual teaching is not to
answer your questions, but to question your answers.
I believe in teaching just a few students, as teaching requires a constant alert observation on each individual in order to establish a direct relationship. A good teacher cannot be fixed in a routine, and many are just that. During teaching, each moment requires a sensitive mind that is constantly changing and constantly adapting.
No matter what spiritual path you've walked or what teachings you've followed, they must lead you back to no path and no teaching. A true teaching is like a blazing fire that consumes itself. The teaching must not only consume you, but consume itself as well. All must be burned to ash, and then the ash must be burned. Then, and only then, is the Ultimate realized.
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.
To approach the spiritual in art, one will make as little use as possible of reality, because reality is opposed to the spiritual.
Spiritual development requires the freedom to connect with different parts of reality in order to understand them more fully. The more you're able to explore, the more connections you can form, and the greater your spiritual growth will be. When you feel a strong desire to connect with something in your reality, listen to your intuitive guidance, and make the connection.
I've never seen service as separate from my spiritual practice or my spiritual teaching.
Only those who are spiritual perceive the reality of the spiritual foe and hence engage in battle. Such warfare is not fought with arms of the flesh. Because the conflict is spiritual so must the weapons.
The aim of my teaching is enlightenment, awakening from the dream state of separateness into the reality of the One. In short, my teaching is focused on realizing what you are.
It is my conviction that there is perhaps no single factor more important in a spiritual home and in building spiritual strength in our children than the teaching and practice of prayer.
If I may take the risk of defining what a spiritual experience is, it is one in which pure awareness reveals itself to you as the maker of reality - where you suddenly discover through insight or meditation or a freak accident that your essential nature is spiritual, non-material.
"Spiritual teacher" of course is not an identity. "Spiritual teacher" is a function. Somebody comes, the teaching happens. Somebody leaves, there's no spiritual teacher left.
A rewarding relationship occurs when there is a common spiritual goal, shared spiritual values and a mutual desire to build a relationship upon a spiritual foundation and for the purpose of connecting to the light of the creator.
It is often said that the Buddha's teaching is only a raft to help you cross the river, a finger pointing to the moon. Don't maistake the finger for the moon. The raft is not the shore. If we cling to the raft, if we cling to the finger, we miss everything. We cannot, in the name of the finger or the raft kill each other. Human life is more precious than any ideology, any doctrine.
I believe that teaching is a creative art in which evidence based knowledge is applied toward meeting the learning goals of learners. I believe that effective teaching is often the spark that ignites the imagination, possibility, and promise for learners, including the teacher.
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