Theos-Talk Archives (August 2005 Message tt00014)

Hallo all,

Here is PART 3
of the slightly rewritten text originally written by Idries Shah in his book "The Commanding Self", p. 185-191.

Part 1 is here: http://groups.yahoo.com/group/theos-talk/message/27799
Part 2 is here: http://groups.yahoo.com/group/theos-talk/message/27828

Part 2 endeed with the words:
" The latter condition is operative only when there is a teacher,
adequately comminsioned to provide a formulation in that
area."


CONNECTIONS BETWEEN THE ESOTERICAL AND THEOSOPHICAL TEACHINGS
(PART 3)

Q: So there is no point in travelling to seek knowledge, since it seems
that one must wait until a teaching is offered one?

A: This is not what I meant. In your terms, the process is 
something like this. Certain individuals may be 'called' to make
journeys, in order to acquire certain capacities. This call which
you have too easily assumed to be an act of personal volition, is
the result of natural conditions. Such people are attracted, we
might almost say 'imported', to be a centre of teaching when this
is necessary, in order to fit them for their task. There are
different varieties of such individuals. They are 'called' from one
cultural area to another precisely when it is necessary for the
teaching to be projected in an area of similar cultural background
to their own. They become the instrument of the transmission
of the teaching into a fresh culture.

Q: Will this process be described by the teacher to his followers?

A: The teacher will describe to his followers exactly what is
necessary for them to know in order to attain a development
which it is his duty to assist. His task is not to provide geographical,
biographical or mysterious stimulation except for a multiple
purpose. Remember that what he does is itself conditioned by
necessity and is largely in a realm which is not perceived by the
unregenerate.

Q: What form does the teaching take?

A: It may take many forms. The first step is to attain a stabilisation
of mentation which will enable the student to learn. We
do not start with an unwarranted assumption that the individual
is capable of learning. He may have to learn how to learn.
Because of veneration of tradition and lack of understanding
of essentials, deteriorated systems concentrate upon the repetition
of certain mental and/or physical techniques which
provide only a partially-balanced individual. The real teaching
covers a very wide range. These include 'undertakings' (tasks)
given in order to awaken certain functions which are needed to
connect with certain other ones. They may be mental and
physical movements, music and special exercises.

Q: Are there any special factors which we often do not understand, which
might be said to play an important part in real teaching?

A: There are many. Here is one. Your are accustomed to assuming
that you can be taught something provided that you have the
capacity and the conditions. This can be nonsense. People are 
trying to learn things without realising the simple little fact that certain
things can be studied only at certain times. These times
are not measured by clock-time. They are known to the teacher
through inner cognition, and unless he teaches at those times, all
the books or exercises in the world will have next to no effect.

Q: I notice that you are not using technical terms very much. Why is this?

A: Because you are accustomed to the use of technical terms
associated with fragmentary tradition or fragmentary theosophical teachings.
If I use a term you recognise, you will immediately associate it with past
experiences and incomplete formulation. It will be handled by your 
intellect and not correctly used.. Further, the terms which are
used in one phase of the work are not necessarily those which
apply to another. Remember always that if you are using two-
thousand year old terms you may be trying to 'work' in a role
suited to the people of 2,000 years ago. This is where 'tradition'
(or for instance so-called 'original theosophical texts') becomes a trap.

Q: But surely there is a system?

A: You do not know what a 'system' is. The work is really
systematised at a level much higher than the intellect as you know it.
Any appearent sytematisation is merely a working frame, concocted
for the purpose of bringing the teaching a little nearer to
you. It does not have universal validity. The system is known by
the teacher and equally developed people, just as you know
something so well that you act in accordance with it inevitably.
This work is natural, organic and changes form, not content, in
accordance with the needs of the people, the work and the
teacher. What serves as a system in one phase of the work is not a
system in another.

*******

Part 4 - the last part of the chapter might follow later.



from
M. Sufilight with peace and love...







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