Video Information: Shabdyog Session, 30.03.2018, Nainital, India
Context:
~ What is the relationship between teacher and student?
~ How do teachers handle difficult students?
~ How do you build relationships with difficult students?
~ When teachers are mean to students?
~ Who is a real Teacher?
Music Credits: Milind Date
~~~~~
#acharyaprashant
ॐ सह नाववतु |
सह नौ भुनक्तु |
सह वीर्यं करवावहै |
तेजस्विनावधीतमस्तु मा विद्विषावहै॥
ॐ शान्तिः शान्तिः शान्तिः॥
Aum!
May God protect us both together; may God nourish us both together;
May we work conjointly with great energy,
May our study be vigorous and effective;
May we not mutually dispute (or may we not hate any).
Aum! Let there be peace in me!
Let there be peace in my environment!
Let there be peace in the forces that act on me!
Context:
~ What is the relationship between teacher and student?
~ How do teachers handle difficult students?
~ How do you build relationships with difficult students?
~ When teachers are mean to students?
~ Who is a real Teacher?
Music Credits: Milind Date
~~~~~
#acharyaprashant
ॐ सह नाववतु |
सह नौ भुनक्तु |
सह वीर्यं करवावहै |
तेजस्विनावधीतमस्तु मा विद्विषावहै॥
ॐ शान्तिः शान्तिः शान्तिः॥
Aum!
May God protect us both together; may God nourish us both together;
May we work conjointly with great energy,
May our study be vigorous and effective;
May we not mutually dispute (or may we not hate any).
Aum! Let there be peace in me!
Let there be peace in my environment!
Let there be peace in the forces that act on me!
Category
📚
LearningTranscript
00:00Dear Guruji, may you protect us both together.
00:14The sacred verses of Nishads are like prayers.
00:20Please help me to understand this prayer.
00:22How can I stop my breath to turn this prayer into mere words or one more theoretical concept?
00:37Jitender, you have referred to one amongst the many Shanti Paath verses in the Upanishads.
00:56The Upanishads open with Shanti Paath verses.
01:08There are many of them.
01:13You have referred to one very common Shanti Paath.
01:21Many Upanishads open with this one.
01:27The teacher and the student, they together pray.
01:36They say Om.
01:37Protect us together, may we learn together, may we meditate together.
01:43And may we not turn against each other.
01:48May we not be full of hatred for each other.
01:55The Guru and the Shishya are praying.
02:01May we not be full of resentment against each other.
02:08Yes, Jitender.
02:11Good that you have asked for this to be explained.
02:28It's a love-hate relationship between the teacher and the student.
02:38Ever been with a gym trainer?
02:46How many of you?
02:47Or with a sports coach?
02:51How does he feel when he makes you run one more lap after you think you are done?
03:00Yes, you think you're done for the day and he says one more lap of the stadium, please.
03:07How does it feel?
03:08You feel delighted and really grateful?
03:20Do you?
03:24How do you feel?
03:26Sorry.
03:35It's just that some good sense and a bit of fear of authority prevents you from explicitly
03:48rebelling at that point, right?
03:51It's a combination of the two.
03:56Some good sense and a little bit of fear of authority.
04:05If you tell yourself, what he's saying is for my own good, isn't it?
04:10Yes, of course.
04:14He's a dog.
04:18But let me follow him.
04:20Because I am not a dog.
04:24I know where my interest lies.
04:32So it's easy to see why the student is likely to hate the teacher.
04:41The student is likely to hate the teacher.
04:47The teacher is not a supporter of the student.
04:56The teacher does not help in the furtherance of the student.
05:06To an extent, the teacher is like a character.
05:09And after a point, the teacher is not even a character.
05:15He's straight away a destroyer.
05:22Right?
05:26In fact, very recently, I had mentioned or written that you aren't yet a student.
05:39If you have not hated the teacher with all your might.
05:44No, I had gone beyond that.
05:47I had said you aren't yet a student if you haven't thought of murdering the teacher.
05:57You are a student only the day the thought of killing, eliminating the teacher comes to you.
06:05Then you qualify to be a student.
06:09Because if the teacher is really hitting the mark, then there would be an intense recoil from your side.
06:26If that recoil is not happening, it means either the teacher is missing the mark or you are shrewd enough to protect yourself.
06:39The real thing is not happening.
06:45The arrow is not hitting the jackpot.
06:56The center is not being penetrated.
06:59It is not being penetrated.
07:02And when the center is penetrated, it is not always sweets and roses.
07:12When the center is penetrated, it hurts. It hurts badly.
07:18The ego has been delivered a crushing blow.
07:21What do you think? It will come with honey and perfumes?
07:30What is it going to do?
07:36You have just slapped somebody hard.
07:39It's not even a mere slap. It's a fatal blow.
07:47What do you expect?
07:52Retaliation.
07:55All kinds of retaliation.
08:03The retaliation is not always overtly violent.
08:08There can be subtle violence as well.
08:14The teacher is trying to bring about fundamental change and you keep resisting that change.
08:19This is subtle violence towards the teacher.
08:25That which could have been easily done is turned into a humongous task by you.
08:36And the result is that the teacher has to put in 20 times his energy than is needed.
08:45You are extracting 20 times the time, effort and energy than should have been really needed.
08:56This is your subtle retaliation.
09:01You are saying, Sir, you are destroying my world.
09:09I will destroy yours.
09:11You have turned my life into a hell.
09:18Do you think I will let you sleep in peace?
09:24I won't.
09:27And due to your innate morality, you cannot be, as I said, explicitly disrespectful or violent towards the teacher.
09:41So you try hidden, crooked, subtle ways.
09:57Whether your ways are gross or fine, the intention is the same.
10:10I will have my pound of flesh.
10:17You cannot so easily defeat me.
10:20Even if I have to go down, I will go down fighting.
10:27If you love me so much, come on, invest more energy on me.
10:34Give me more time.
10:41If you love me so much, then bear all my tantrums.
10:46We know that, right?
10:52Convince me that you love me enough for me to forsake all that I have.
11:02You are asking me to give everything up.
11:05Why should I give everything up for the sake of a non-lover?
11:09And now comes the real revenge.
11:12You have asked me to quit all my attachments.
11:16I will respond by getting attached to you.
11:23That's the mama revenge.
11:27The mother of all revenges.
11:30You asked me not to be very body identified.
11:37I will look at you as a body.
11:43Checkmate.
11:50That kind of thing cannot come but from a point of retaliation and hatred.
12:01It is such a fine retaliation that it may even appear like love.
12:31And now you must ask, why is then the Guru reciting the same prayer?
12:48Why is the Guru praying for the same thing?
12:54Why is the Guru saying, may I not hate the student?
13:02You must understand this.
13:11For the Guru's words to be useful to the student,
13:17the words must come directly from Samadhi.
13:22Do you get this?
13:26The Guru's words or actions cannot help you or take you to Samadhi
13:34unless they are coming directly from the Guru's Samadhi.
13:41And Samadhi is sheer joy.
13:46Sheer joy.
13:49It is the greatest sleep, the greatest rest possible.
13:55You could even say it is the highest pleasure.
13:59It is not really a pleasure in the sense we know pleasure.
14:03But just to facilitate your comprehension,
14:08it is the highest pleasure.
14:12It is a superlative pleasure.
14:15That's why the scriptures sometimes use the words Anand and Sukh interchangeably.
14:30That's where the Guru is residing.
14:33Where? In his abode of Samadhi.
14:38Total relaxation, deep sleep.
14:44But being in a mortal form, he too is subject to Prarabdha.
14:58After all, here when we are talking of the Guru and Shishya,
15:03we are talking of the mortal Guru, aren't we?
15:05We are not talking of the Param Guru.
15:08We are not talking of the Nirakar Truth itself.
15:12And the mortal Guru is bodily, isn't he?
15:17Because he is bodily, he too has to bear Prarabdha.
15:25Hence, he cannot enjoy his Samadhi without having to pay for his Prarabdha.
15:36He is told, you can stay in your Samadhi, but you will have to continuously pay the price.
15:44The price is that you will have to help others reach where you are.
15:52And if you do not help others reach where you are, you too cannot stay where you are.
15:59Help others.
16:06So the fellow has to speak.
16:10He has to speak from his Samadhi, but
16:15the speaking in itself can become an irritation.
16:36A load.
16:44Because after all, the speaking is necessitated because of Prarabdha.
16:50But then, remember that this narration is the next thing to nature.
17:11Narration is not nature.
17:15Narration of even God is not nature.
17:21Only God is nature.
17:24Narration of God comes second best.
17:29Comes next to God.
17:32And why must the Guru settle for the second best thing
17:37when he is already enshrined, embedded in the best?
17:48So in a sense, the Guru has to step down, come down.
17:54He has to relinquish his inner depths for a while.
18:08Can the truth be told?
18:11Not really.
18:13But the Guru is entrusted to do the impossible.
18:19He is made responsible to tell the truth.
18:35Now the truth cannot be told.
18:37You see, how difficult is the work of the Guru?
18:44Now from an easy place, when he is sleeping in the truth,
18:50he has been made to do an utterly difficult task.
18:54And what is that difficult task?
18:56Now come and narrate that which cannot be narrated.
19:04You were in utter Samadhi.
19:09Now wake up and narrate the Samadhi.
19:12So double whammy.
19:14First of all, you wake up.
19:16And then you do the impossible.
19:19Guru is wondering, what crime have I done?
19:23Why am I being asked to do all this?
19:27Was I not already alright?
19:30I was gone, gone, totally gone.
19:33And I have been summoned back.
19:35And now I am being told to describe the place I had gone to.
19:41Now first of all, you have called me back, which is bad enough.
19:45And on top of that, you are asking me to describe where I have been to.
19:51Coming back is bad enough.
19:58And being asked to describe what you have seen is worse.
20:06That's the predicament of the Guru.
20:11You would understand why he would face a certain irritation.
20:19It's just that his compassion overrides his irritation.
20:28But one should never underestimate Maya.
20:35Sometimes it may happen that irritation can get the better of compassion.
20:41And then one would not know who is the Guru and who is the student.
20:47Both are then hateful of each other.
20:53So it is wise and prudent that the Guru too must keep praying.
20:58Oh Lord, let me not hate the student.
21:16Here are mothers.
21:26Suppose the mother is a Ph.D.
21:29And she is doing some utterly important research work.
21:36And she is a Ph.D. in the languages.
21:44Her doctorate is in the languages.
21:48She is an utter master of the languages.
21:53And then there is the kid.
21:56And the kid does not know the difference between you and we.
22:08And the mother is being asked to teach the kid.
22:12Not only teach the kid, teach the kid while keeping aside her research work.
22:20Just see what she was doing.
22:25Just see what she was doing.
22:29What was she doing?
22:30Research work.
22:33And now she has been told to handhold the child.
22:40And help him draw a C.
22:43And the fellow is drawing a C like this.
22:45Continuously.
22:46Mothers know that.
22:47Kids are very fond of drawing mirror images of the letters.
22:56So the D is always like this.
23:03Mothers don't know what to do with this.
23:05Now you know why the mother must pray to God.
23:08Let me not hate the kid.
23:38Clear?
24:00You think that?