July 31, 2006
Learning to teach
One of the things I really love about my Buddhism classes at Nalanda West is the wonderful variety of teachers from the community that lead the sessions. They range from the highly erudite to the deeply passionate to the heartful to the profoundly philosophical. Tonight our teacher was one of the community’s main translators, so in addition to an exploration of the bodhisattva bhumis (=”levels of attainment”–sort of a road map to enlightenment) we had a chance to discuss the idiosyncracies of the Tibetan language and the challenges of rendering them into English.
I usually do my best to stay at some distance from the seductive appeal of the vast edifice of Tibetan culture (having my hands full trying to understand the vast edifice of medieval Western Christian culture). Many American Tibetan Buddhists are pretty bedazzled, and I can see why: it’s pretty fancy stuff. Tonight was a nice occasion to get more than a few interesting glimpses in the linguistic dimension of this intriguing complexity, in the context of discussion useful concepts like the relationship between patience (good) and anger (seriously problematic).
One other very interesting note from tonight’s class, that really has me thinking: for one’s own personal practice, it’s only necessary to study enough to understand what one is doing for one’s self–study, start meditating, and refresh your memory from time to time. Beyond that, the depths of study are for the purpose of accumulating deeper and broader understandings that can be used to help remove the obstacles others might be facing.
This is interesting to me both as a student of Buddhism and as a teacher of chant (and, from time to time, spirituality based on Christian forms of practice). And I do think that a good chunk of the richness of my Buddhist study–and the value of it–comes from what it allows me to offer to others, both in casual conversations and more formal contexts.
A nice motivation to keep studying, indeed. That really makes a lot of sense to me.

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