Í Bítið: Ástvaldur Zenki Traustason talar um Jakusho Kwong-roshi sem verður með fyrirlestur í dag

 

Hér getið þið hlustað á Ástvald tala um zen og Jakusho Kwong-roshi en roshi verður með fyrirlestur í Þjóðmenningarhúsinu í dag, 30. júní, kl. 17:00. Fyrirlesturinn verður í viðtalsformi og mun Fríða Björk Ingvarsdóttir bókmenntafræðingur og Andri Fannar Ottósson zen-nemandi sitja með honum og spyrja hann spjörunum úr. Smelltu hér til að kanna málið betur.

Hugleiðslunámskeið á Netinu byrjar 5. júlí

 

Hugleiðslunámskeið sem fram fer í gegnum Netið byrjar 5. júlí.

Sjá betur hér:

http://www.wildmind.org/mindworks

http://www.wildmind.org/

To Destroy Hate

 

We see the world of hate taking its harvest at the present. This world of hate has been created by our fathers and their forefathers and by us. Thus, ignorance stretches indefinitely into the past. It has not come into being by itself. It is the outcome of human ignorance, a historical process, isn't it? We as individuals have cooperated with our ancestors, who, with their forefathers, set going this process of hate, fear, greed, and so on. Now, as individuals, we partake of this world of hate so long as we, individually, indulge in it.
The world, then, is an extension of yourself. If you as an individual desire to destroy hate, then you as an individual must cease hating. To destroy hate, you must dissociate yourself from hate in all its gross and subtle forms, and so long as you are caught up in it you are part of that world of ignorance and fear. Then the world is an extension of yourself, yourself duplicated and multiplied. The world does not exist apart from the individual. It may exist as an idea, as a state, as a social organization, but to carry out that idea, to make that social or religious organization function, there must be the individual. His ignorance, his greed, and his fear maintain the structure of ignorance, greed, and hate. If the individual changes, can he affect the world, the world of hate, greed, and so on? The world is an extension of yourself so long as you are thoughtless, caught up in ignorance, hate, greed, but when you are earnest, thoughtful, and aware, there is not only a dissociation from those ugly causes that create pain and sorrow, but also in that understanding there is a completeness, a wholeness.

 

 

J. Krishnamurti - The Book of Life

You don’t have a soul ...

You don’t have a soul. You are a soul. You have a body.

 C.S. Lewis

Hvað er hugleiðsla (hugleiðing)?

 

Hugleiðingu má líkja við að læra á hjóli, hún er í því fólgin að komast uppá lag með ... Fyrst er hún lítið annað en reyna - og mistakast. En í endurteknum mistökum býr sú list að heppnast.

Allt í einu kemur lagið - einsog þegar heppnast að halda jafnvægi á reiðhjóli litla stund.

Lagið er - sama hvaða hugleiðingaraðferð er beitt - það eitt að geta sorterað sundur hugsunarstarfið og hreina varurð, það sem þú býrð til og það sem er, og verið stundarkorn ekkert annað en hið síðara.

Þetta er: að lifa andartakið.

Í andartakinu er kyrrð. Öll ókyrrð er ættuð úr fortíð eða framtíð. Það er alltaf fullkomið í sjálfu sér; að lifa það er alger viðurkenning á því sem er.

Andartakið er sannleikurinn um lífið.

Þegar einstök atriði hugsunarstarfsins draga áhuga þinn með sér hverfur andartakið og hin hreina varurð mengast afstöðum og samanburði. Þegar hugsunarstarfinu sleppir og áherzlan er aftur á því að virða fyrir sér kemur andartakið í ljós á ný.

 

Sigvaldi Hjálmarsson - Eins konar þögn. Ábendingar í hugrækt 

It is only when the mind is still and empty, when it is not creating a problem ...

In awareness there is no becoming, there is no end to be gained. There is silent observation without choice and condemnation, from which there comes understanding. In this process when thought and feeling unfold themselves, which is only possible when there is neither acquisition nor acceptance, then there comes an extensional awareness, all the hidden layers and their significance are revealed. This awareness reveals that creative emptiness which cannot be imagined or formulated. This extensional awareness and the creative emptiness are a total process and are not different stages. When you silently observe a problem without condemnation, justification, there comes passive awareness. In this passive awareness, the problem is understood and dissolved. In awareness there is heightened sensitivity, in which there is the highest form of negative thinking. When the mind is formulating, producing, there can be no creation. It is only when the mind is still and empty, when it is not creating a problem, in that alert passivity there is creation. Creation can only take place in negation, which is not the opposite of the positive. Being nothing is not the antithesis of being something. A problem comes into being only when there is a search for result. When the search for result ceases, then only is there no problem.

 

 

Krishnamurti - The Book of Life

Only in deep meditation shall you know His unique essence

 

God is Eternal Bliss. His being is love, wisdom, and joy. He is both impersonal and personal, and manifests Himself in whatever way He pleases. He appears before His saints in the form each of them holds dear: a Christian sees Christ, a Hindu beholds Krishna or the Divine Mother, and so on. Devotees whose worship takes an impersonal turn become conscious of the Lord as an infinite Light or as the wondrous sound of Aum, the primal Word, the Holy Ghost. The highest experience man can have is to feel that Bliss in which every other aspect of Divinity − love, wisdom, immortality − is fully contained.

But how can I convey to you in words the nature of God? He is ineffable, indescribable. Only in deep meditation shall you know His unique essence.

 

Paramahansa Yogananda

Because of this, all things are

 

... beyond all this, there is the purity of incredible beauty, the beauty not of things, which thought or feeling has put together, or the gift of some craftsman, but as a river that wanders, nourishng and indifferent, polluted and made use of; it´s there, complete and rich in itself. And a strength that has no value in man´s social structure and behaviour. But it is there, unconcerned, immense, untouchable. Because of this, all things are.

 

Krishnamurti´s notebook - 8. ágúst; bls. 48.

Dharma-ræður (Dharma talks) frá San Francisco Zen Center

 

Hér getið þið hlustað á Dharma-ræður (Dharma talks) frá San Francisco Zen Center en Suzuki-roshi stofnaði hana á sínum tíma.

 

Helping Children Transcend - Eckhart Tolle

 

Q: Can we help our children and others that we love to transcend their unconsciousness?  Or is it necessary for them to go through it on their own?

ET: There are more children born nowadays who may not have to go through the deep unconsciousness that [adults] had to go through, certainly that I had to go through.  And also there are more children born nowadays to parents who are in the awakening process, or relatively conscious parents.  In my generation, I can’t think of any conscious parents.  There might have been some, but it was rare.  They are still rare now, but much less rare than before.  I loved my parents, but they were deeply unconscious.  So, the question is how to help the children stay relatively conscious, so that they do not get drawn into the mass unconsciousness that still pervades mass culture, and the technology that promotes unconsciousness and addictive behavior.

The most powerful teaching is not what you say or do to them, but your state of consciousness at home.  That’s the very foundation for teaching your children.  It has nothing to do with teaching, the foundation for transmitting consciousness is not even wanting to transmit consciousness to them, but to hold the space of presence as you interact with them at home.  Also, to hold presence as much as possible as you interact with your husband.  There’s a relationship there that will infect them, with either presence or painbody.

The most vital thing is, before even thinking of doing anything, is being conscious.  They observe how you behave, and they take that on board to some extent.  Of course, another influence is mass culture, as they spend more time at school.  Occasionally there may be things that you can point out to them, so that they stay in touch with immediate experience, sensory experience.  Don’t let them lose touch with nature.  So many children these days are so involved in technological games, they don’t experience nature anymore.  It’s something totally alien to them.  That’s a very harmful thing.  It’s a great deprivation, to be deprived of the immediate experience of the natural world, which puts you in touch with deeper levels of your own being.  To have an animal at home is a great help.  If children relate to the dog, it’s a non-conceptual relationship.  You can touch the dog, look after the dog.  Getting out into nature periodically, without the gadgets that [kids] usually have.

[Watching] television is a state of semi-comotose hypnosis.  It may not be easy because everybody else is doing that kind of thing.  It’s not that you have to eliminate that kind of activity completely, but discourage them from spending 100% of their free time with those things.  Take them into nature, without the gadgets.  Encourage them to direct sensory experience – to touch, to feel, to look at things.  Encourage them to not confuse conceptual labeling with true knowledge or experience.

When [kids] are learning language, encourage them not to equate concepts with reality.  When you teach them what something is, encourage them to touch it, to see it, to feel it, not just to say, “this is called such-and-such”.  Continue to look at it.  Otherwise, you stop experiencing – and all you have is a mental label.

Questioner: They label themselves, as well.  I’ve noticed this with my daughter, she will come home and say “I’m stupid” at this or that.

ET: That’s a good way to encourage her not to identify with her thoughts.  So if you can point out that it’s just a thought, and that they don’t have to believe in every thought that comes.   If you can somehow work with them to have them realize that they are not their thoughts, so that there’s a space between them and their thoughts, to observe their thoughts, and when thoughts come you can explain “it’s no more than a thought” and it may not be the reality, it may not be true.

Most humans have painbody.  Dis-identify from the painbody by pointing out that this is the painbody.  I’ve often said not to call it “painbody” for the children.  Give it a name, call it something, and mention it when occasionally they get taken over by it.  Point it out to them afterwards, “what was that, that took you over?” so that an awareness develops.  There’s the emotion, and there’s the awareness.  Encourage that kind of thing, so that they are able to look at the emotion that takes them over from time to time.  And after the event, not during the event initially, say to them, “What was it that took you over when you started screaming yesterday?  What was that?” and say, “What does it feel like?” or invent some game, so that you can make it into something that they can be aware of.  Then “let’s wait for next time it comes, and see how it feels”.  If you have it, then you can point out after you’ve woken up from your painbody – “the same thing happened to me”.  The key in education is to show the possibility of being aware, rather than always being identified with what arises in their mind.

 

Nýr DVD-diskur með Eckhart Tolle