Tag Archives: teaching models

Heart of Gaudapada

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It is not just a stray chance or strange coincidence that the three articles — “Gaudapada on the Appearance of a world-Gaudapada on the Non-disappearance of the world-Gaudapada on the logical incoherence of the cessation of a non-existent world” — appeared in quick succession in these columns. I suppose the real thrust of what is being pointed to by them becomes apparent only if all the three are considered synergistically and not divorcing one from the other. After all, It is One Consciousness that produced them operating through three voice boxes! And what all the three point to is the “Heart of Gaudapada.”

I used the word Gaudapada in the title of this Post as a synecdoche. It stands for “The Teaching of Highly Revered Gaudapada Acharya,” who marks the beginning of the human-form lineage of Advaita Vedanta, as the following stotra honors the parampara (lineage).

नारायणं पद्मभुवं वसिष्ठं शक्तिं च तत्पुत्रपराशरं च ।
व्यासं शुकं गौडपदं महान्तं गोविन्दयोगीन्द्रमथास्य शिष्यम् ॥

श्री शंकराचार्यमथास्य पद्मपादं च हस्तामलकं च शिष्यम् ।
तं तोटकं वार्तिककारमन्यानस्मद्गुरून् संततमानतोऽस्मि ॥ Continue reading →

The Lie of the Upanishads – 2/2:

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Part – 1

Shankara leaves no scope for any doubt when he declares at the end of his commentary at 2.1.33, sUtra bhAShya, that “The shruti statement of creation does not relate to any reality, for it must not be forgotten that such a text is … meant for propounding the fact that everything has brahman as its Self.” (Translation by Swami Gambhirananda).

Shankara also asserts in his commentary on mantra 2.1.20, brihadAraNyaka: “Therefore the-mention in all Vedanta texts of the origin, continuity and dissolution of the universe is only to strengthen our idea of Brahman being a homogeneous unity, and not to make us believe in the origin etc. as an actuality.” (Trans: Swami Madhavananda).

He makes it abundantly clear in his commentary at 3.15, Gaudapada kArikA  that “Therefore, we have reasonably to conclude that the scriptural statements regarding creation, etc., are for the purpose of helping the mind to realize the oneness of Atman, and for no other purpose whatsoever. Therefore, no multiplicity is brought about by creation, etc. (Translation by Swami Nikhilananda.)

The 35th Sringeri Acharya HH Sri Abhinava Vidyatirtha was unequivocal when he told a disciple that “To cater to the doubts of such people (i.e. less advanced aspirants) as regards creation, the scriptures speak variously of origination. Scriptures are actually not concerned with creation at all.” Continue reading →

The Lie of the Upanishads – 1/2:

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The uncompromising position of Advaita Vedanta is that “Nothing is ever born” as Gaudapada tells us in his mANDUkya kArikA (verse) at 3.48 and  repeats it for emphasis at 4.71. As many as four Upanishads wrap up the Absolute Reality from the Advaita viewpoint in the following verse which appears also in Gaudapada’s kArikA and Shankara’s vivekaCUDAmaNi :

न निरोधो न चोत्पत्तिर्न बद्धो न च साधकः ।
न मुमुक्षुर्न वै मुक्त इत्येषा परमार्थता ॥         —  10, amRitabindu upanishad; 2.31, Atma upanishad, 11, avadhUta upanishad; 5.13, tripuratApini upanishad; 2.32, Gaudapada kArikA; 575,vivekaCUDAmaNi .

[Meaning: There is neither Dissolution nor Creation. There is neither bondage nor any seeker for freedom. There is neither any one wishing for salvation nor any one who achieved it. This is the absolute Truth.] Continue reading →

The 4-M’s:

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In any information transmittal in general, four elements have to be present, not counting the recipient who is the beneficiary. They are:

  • The Master or the Expert or The Knower;
  • The Message or the Content or the Doctrine;
  • The Method or the Model or the Technique; and
  • The Medium or the Means or the Instrument.

They are the four M’s we are referring to here.

The beneficiary usually places the Knower at a higher pedestal and such an attitude does help in developing a faith not only in the teacher but also in what is being taught, thus enabling the student to absorb the message with focus and full attention. Some times a student may get so attached to the teacher emotionally with devotion that her vision is blurred to distinguish between the Master and the other three M’s or between the message and the medium and so on. Continue reading →