Teo

“We know from several statements of Knecht's that he wanted to write the former Master's biography, but official duties left him no time for such a task. He had learned to curb his own wishes. Once he remarked to one of his tutors: "It is a pity that you students aren't fully aware of the luxury and abundance in which you live. But I was exactly the same when I was still a student. We study and work, don't waste much time, and think we may rightly call ourselves industrious–but we are scarcely conscious of all we could do, all that we might make of our freedom. Then we suddenly receive a call from the hierarchy, we are needed, are given a teaching assignment, a mission, a post, and from then on move up to a higher one, and unexpectedly find ourselves caught in a network of duties that tightens the more we try to move inside it. All the tasks are in themselves small, but each one has to be carried out at its proper hour, and the day has far more tasks than hours. That is well; one would not want it to be different. But if we ever think, between classrooms, Archives, secretariat, consulting room, meetings, and official journeys–if we ever think of the freedom we possessed and have lost, the freedom for self-chosen tasks, for unlimited, far-flung studies, we may well feel the greatest yearning for those days, and imagine that if we ever had such freedom again we would fully enjoy its pleasures and potentialities.”
― Hermann Hesse, The Glass Bead Game

“There are many types of teachers out there from many traditions. Some are very ordinary and some seem to radiate spirituality from every pore. Some are nice, some are indifferent, and some may seem like sergeants in boot camp. Some stress reliance on one’s own efforts, others stress reliance on the grace of the guru. Some are very available and accessible, and some may live far away, grant few interviews, or have so many students vying for their time that you may rarely get a chance to talk with them. Some seem to embody the highest ideals of the perfected spiritual life in their every waking moment, while others may have many noticeable quirks, faults and failings. Some live by rigid moral codes, while others may push the boundaries of social conventions and mores. Some may be very old, and some may be very young. Some may require strict commitments and obedience, while others may hardly seem to care what we do at all. Some may advocate very specific practices, stating that their way is the only way or the best way, while others may draw from many traditions or be open to your doing so. Some may point out our successes, while others may dwell on our failures.

Some may stress renunciation or even ordination into a monastic order, while others seem relentlessly engaged with “the world.” Some charge a bundle for their teachings, while others give theirs freely. Some like scholarship and the lingo of meditation, while others may never use or even openly despise these formal terms and conceptual frameworks. Some teachers may be more like friends or equals that just want to help us learn something they happened to be good at, while others may be all into the hierarchy, status and role of being a teacher. Some teachers will speak openly about attainments, and some may not. Some teachers are remarkably predictable in their manner and teaching style, while others swing wide in strange and unpredictable ways. Some may seem very tranquil and mild mannered, while others may seem outrageous or rambunctious. Some may seem extremely humble and unimposing, while others may seem particularly arrogant and presumptuous. Some are charismatic, while others may be distinctly lacking in social skills. Some may readily give us extensive advice, and some just listen and nod. Some seem the living embodiment of love, and others may piss us off on a regular basis. Some teachers may instantly click with us, while others just leave us cold. Some teachers may be willing to teach us, and some may not.

So far as I can tell, none of these are related in any way to their meditation ability or the depths of their understanding. That is, don’t judge a meditation teacher by their cover. What is important is that their style and personality inspire us to practice well, to live the life we want to live, to find what it is we wish to find, to understand what we wish to understand. Some of us may wander for a long time before we find a good fit. Some of us will turn to books for guidance, reading and practicing without the advantages or hassles of teachers. Some of us may seem to click with a practice or teacher, try to follow it for years and yet get nowhere. Others seem to fly regardless. One of the most interesting things about reality is that we get to test it out. One way or another, we will get to see what works for us and what doesn’t, what happens when we do certain practices or follow the advice of certain teachers, as well as what happens when we don’t.”
― Daniel M. Ingram, Mastering the Core Teachings of the Buddha: An Unusually Hardcore Dharma Book

“While we think of the boundary between what is legal and what is not as a clear dividing line, it is far from being so. Rather, the boundary becomes further and further indented and folded over time, yielding a jagged and complicated border, rather than a clear straight line. In the end, the law turns out to look like a fractal: no matter how much you zoom in on such a shape, there is always more unevenness, more detail to observe. Any general rule must end up dealing with exceptions, which in turn split into further exceptions and rules, yielding an increasingly complicated, branching structure.”
― Samuel Arbesman, Overcomplicated: Technology at the Limits of Comprehension

“We climbed this hill. Each step up we could see farther, so of course we kept going. Now we’re at the top. Science has been at the top for a few centuries now. And we look out across the plain and we see this other tribe dancing around above the clouds, even higher than we are. Maybe it’s a mirage, maybe it’s a trick. Or maybe they just climbed a higher peak we can’t see because the clouds are blocking the view. So we head off to find out—but every step takes us downhill. No matter what direction we head, we can’t move off our peak without losing our vantage point. So we climb back up again. We’re trapped on a local maximum. But what if there is a higher peak out there, way across the plain? The only way to get there is to bite the bullet, come down off our foothill and trudge along the riverbed until we finally start going uphill again. And it’s only then you realize: Hey, this mountain reaches way higher than that foothill we were on before, and we can see so much better from up here. But you can’t get there unless you leave behind all the tools that made you so successful in the first place. You have to take that first step downhill.”
― Peter Watts, Echopraxia