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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Replying to @Meaningness @Sciamanoinglese and
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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People understand apprenticeships and mentors, which is something of the analogy you want, right?
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Yes, definitely a good starting point for thinking about the problem
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