S. Almost every Buddhist school recognizes Madhyamika as important teaching, but it is almost always subordinate to the direct teaching of the Buddha or the teacher you study with. Every Buddhist school is also in debate with other Buddhist schools. Theravada/Mahayana, Vajrayana/Dzogchen, Dzogchen/Mahamudra, Nichiren/Zen, etc. It is mostly academics that engage in these debates which never solve a thing. A real teacher will never involve you in comparative mind. They always show you the recognition of your nature which is never seen as a ‘thing’ and never separate from any ‘thing’. They leave philosophy behind. This is not to say that philosophy cannot inspire.
The tendency in all of us to want to believe in something lasting, all-knowing, and final, must be regarded in the same light as our learned beliefs that we acquire from our conditioning and cultures. The idea of racism, that one color, nationality, or faith is superior to another, for example, is embedded in all cultures. Through our ordinary minds, we can work this out to the point of disbelief, or even disappearance from our thoughts and feelings that will allow us to treat each other with respect and dignity.
In the same fashion, we can look at ideas and concepts of philosophical and religious meaning and believe that these hold truths and even ‘take refuge’ in them. These conditioned ideas get reinforced through group belief, authoritative declarations, and our grasping desire to find some lasting truth in something that we can experience or know. We never really grasp what these teachings are talking about except in our conditioned mind, our ability to retain and repeat, and believe. Continue reading →
One may think that the household and other responsibilities are impediments standing in the way of Non-dual practice. If one has followed this talk carefully, it can be seen that those are not obstructions at all. The seeker has to dissolve them all into his/her ‘Knowingness.’ People who are unable to do so call it as their ‘prArabdha’ – the inescapable effect of past actions. Concepts like the effects of past actions is invalid in Advaita. In fact, Advaita holds that the world itself does not exist because there is no creation and nothing was ever born. How then can prArabdha exist? There is no scope for rebirth or prArabdha when birth itself has not taken place. Continue reading →
The ideas that the person ‘ends’, mind is ‘destroyed’ etc. when one gains enlightenment all contradict one of the key teachings of Vedanta – karma. Of course, if one takes the pAramArthika viewpoint, the theory of karma has to be rescinded along with everything else (according to adhyAropa – apavAda), but it plays a key role in the teaching. The ‘person’ (body and mind) is here because of past karma. And it is taught that the person’s life continues until that part of the karma that caused this embodiment is exhausted. And this applies to the j~nAnI also. This is undeniable because the person’s life does not come to an end on gaining enlightenment.
On enlightenment, the j~nAnI realizes that he was never the body-mind; that these are mithyA, just as the dream is realized to have been completely unreal after awakening. That being the case, he also knows that the idea of prArabdha too belongs to this mithyA appearance. But that does not stop the whole thing continuing to play out from the standpoint of vyavahAra. The world does not ‘disappear’ either! (Creation and all its ramifications will be discussed in Volume 2 of the ‘Confusions’ book.) The prArabdha belongs to the mithyA body-mind, not the satyam Self, and both body-mind and world continue from the empirical standpoint. It is true that the j~nAnI no longer identifies with the body-mind but the body still eats and sleeps; the mind still responds to sensory input and so on. Continue reading →
‘pratyabhijna’ and ‘pravilApana’ form the two limbs of Advaita sAdhana. We have to practice these two with full involvement and clear understanding. Total commitment and unswerving focus are necessary for this practice to happen.
All our thoughts are the particulars sparkling out of the Knowingness. If we look at our thoughts from the stance of Knowingness, everything that is noticed including the body will dissolve in that vision. It is pravilApana.
We have to keep paying attention to the Beingness everywhere. Be focused on the all-pervading space-like Beingness which is present at every spot and ignore the form that pops up at each locus. It is important that we should not look at the Beingness as if it is an object sitting out there. We should get the feel that it is “I” as Beingness and Knowingness that is present at each locus. Such a vision requires total involvement. Continue reading →
Here begins the promised article on pratibandha-s. It is actually one of the topics in the book that I am currently writing called ‘Confusions… for the seeker in Advaita Vedanta’. The book will be in two volumes: Vol. 1 – Knowledge, Experience and Enlightenment; and Vol. 2 – The World of Ignorance.
The first volume is specifically about aspects relating to what enlightenment is, how it is achieved, and its results; e.g. (facetiously) whether you gain it by reading books, dropping out of society or going into a permanent trance. The second volume will deal with what is actually taught by Advaita regarding the world, creation etc. and the various miscellaneous topics encountered on the way, such as ‘grace’, ‘teaching through silence’ etc. It will also cover the massive topic of ‘Ignorance’, although logically this might have been included in Volume 1.
Accordingly, if you read the posts of this topic (there will be 6 parts), you will encounter references to other sections and to sources that will only be referenced in the Bibliography. Please ignore these (apart from deciding that you must buy the book when it appears – probably second half of 2021.)
This post on pratibandha-s will cover the following sub-topics. Accordingly, please do not post comments on an early post that are likely to be addressed in a later one. Ideally, wait until all parts are posted before commenting, although I realize that some may find this difficult. 😉
pratibandha-s – Part 1
prArabdha – Part 2
nididhyAsana – Part 3
j~nAna phalam – Part 4
vij~nAna – Part 5
‘Who am I?’ in communication
‘Who am I?’ in thinking
The ‘mixture of Atman and mind’ – Part 6
No one is ever liberated
Post-Shankara contributions to the concept – Parts 7 to 10
If the world is the superstructure, like what is seen in a magic show, the Magician is the Knower, the Substratum! A seeker on the Knowledge Path pierces through the multiple layers of the superstructure to discover the base. He finds what is at the core. He knows that the ‘Universal’ has to be present wherever a ‘particular’ manifests. For example, if there is a bubble or foam or spray or a wave, he knows that water is the substance inside them all. Even an eddy can “be,” only if there is water.
The Advaitic seeker, hence, goes behind the apparent form to find the ‘Reality.’ He is aware that the world is merely an appearance of The Supreme Self and that the Universal and the particular exist woven together as the warp and the weft. Therefore, he understands that there is no occasion to be overwhelmed by the ‘appearance.’
Our mind is accustomed to get the impression of an object which has a finite shape (form). It is easy for the mind to think of finite forms. But AtmA is formless. Further, if AtmA were to be located at a particular place, the mind can see in that direction to find the AtmA. But AtmA is everywhere. It exists in all directions, at all points; there is no specific locus for It. The mind cannot look for It in all directions at the same time. The doctrine also says that AtmA is not an object to be seen but is “my own real nature.” How do I see my own nature? Therefore, it feels like a big effort to get a thought that corresponds to the AtmA.
As a result, we find the practice (sAdhana) in Advaita to be difficult. However, the very problems could be the cues which help us to have AtmAnubhava. We have from Bhagavad-Gita,
In order to experience the Self, AtmAnubhava, we should first know where the “I” is. If the ‘I’ is not already with us, we have to make an effort to obtain it.
In general, there are three ways by which we can obtain a thing. Say, we have to obtain a pot. If no pot is available, we have to newly produce (make) one. Or suppose it is available with someone or somewhere. We have to procure it from that place. Or, a pot is available but it is dusty or dirty. We have to wash off the dirt and make it neat and clean. These three ways are known as utpatti (production), Apti or prApti (procurement) and samskriti (refinement) respectively. Now let us apply it to the problem we have.
Do we have to newly produce the Self, or get It from some other place, or cleanse and refine the Self that already exists?
One may produce an idol or a symbol of a deity but none can manufacture the formless Self. Moreover, the knowledge that “I am” is already with us and that knowing itself is the Self. Therefore, we need not newly produce the Self. Continue reading →
[This Series of posts is based on Shri Yellamraju Srinivasa Rao (YSR)’s Audio Talk in Telugu – An Overview of The Advaita Doctrine – 4/192 .The write up here is a free translation after slight modifications and editing. The Talk was described by a seeker as “Powerful and Compelling.” I do not know if I could achieve that ‘force of persuasion and spirit’ in the translation. Yet I hope the Reader gets at least a flavor of the original if not the whole taste in this English rendition.]
Any philosophical knowledge system comprises three components – The Doctrine (siddhAnta), The Method or the Process (sAdhana) and The Results or the Fruit (siddhi). (‘siddhi‘ is attainment and need not be confused with ‘sAdhya’ which means aim or objective).
The doctrine expounds the subject matter of the teaching. The method or the process is the effort we make to experience what is taught. The result or the fruit is the fructification of our effort, which is the im-mediated direct “experiential understanding” of what was taught.
We begin the study of any subject with an intention to learn and implement, and complete the study with an experiential understanding of the subject. We hope to experience a feeling of satiation at the end of the study. The effort to implement what we learn, sAdhana, therefore, is an important part of any teaching. ‘siddhAnta’ or the teaching is like a recipe, while ‘sAdhana’ is like cooking a dish following the recipe. In fact, the Sanskrit word sAdhana also means cooking! The siddhi or the fruit is the ‘contentment’ we get after eating the dish. Continue reading →