It's not the guru, it's the guru model. It's not the guru, it's the guru model. It's not the guru, it's the guru model. It's not the guru, it's the guru model. It's not the guru, it's the guru model. It's not the guru, it's the guru model. It's not the guru, it's the guru model.
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Replying to @Dandy_Roddick
My preference would be to deconstruct and then reconstruct the model. There may be things in the guru model that could be worth keeping around, albeit in seriously revised forms.
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Replying to @VincentHorn
It would be a hell of a task. Even demystified teacher relationships are fraught with abuse; a teacher with any sort of transmittable/trainable gnosis makes it that much worse.
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Replying to @VincentHorn @Dandy_Roddick
Excerpt from an email I wrote recently in response to an inquiry (in green)pic.twitter.com/nU8EK58Lm8
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Also, from https://vividness.live/2015/10/16/better-buddhisms-a-developmental-approach/ …pic.twitter.com/FC3YaTRFD3
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These are fundamentally pedagogical questions rather than Buddhist. To approach it from questions that look at effective teaching & transmission of skills /knowledge from the wider world is the way to go. Apprenticeships governed by clear rules & agreements can be v.powerful
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I agree with that strongly… other than “clear rules and agreements” which would be great if we could get them, but we don’t (yet) have a good idea of what a functional system might be. Afaict.
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The closest analog we’ve got in the west is the PhD advisor/graduate student relationship, which isn’t well-defined and often doesn’t work well. But it’s the only way we know how to transmit the way-of-being of an independent researcher, which can’t be reduced to text.
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Replying to @Meaningness @Sciamanoinglese and
I have a long draft post about this. But (among other reasons) almost no one understands the PhD advisor role, so analogizing to it probably doesn’t communicate much.
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Good point.
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