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I learned very early on that it's necessary but not sufficient for scientists to go to school board meetings and say, 'We shouldn't be teaching creationism.' Being right doesn't mean it'll pass.
If I had a kid, and I had a choice between teaching somebody how to avoid trouble, or teaching them how to get out of it, I'd teach them how to get out of it.
The essence of the teachings is to lose self importance and to care more for the welfare of others and the magical world around us, than we do for ourselves and our own self images.
I personally have fun with enlightenment, the study and the teaching of it. I get a kick out of doing it different ways because I don't think there is a "way".
My teaching - of what is perceived to be a complex and foreign sounding religious philosophy - has become the target for people's prejudice and religious intolerance.
The teaching of the ten thousand states of mind, particularly as one advances further, is done through transmission. This is where we differ from teaching algebra or calculus.
It's necessary to respect all other ways and other teachings on the subject because even though they may not make a lot of sense to us, they might to someone else. Who are we to say?
Can you control your anger, lust, frustrations, and jealousies? Those are the only people worthy of the higher teachings. By worthy, I mean that they are the only ones capable of it.
A teacher will alter the balance of power by actually lifting a person into other states of mind. In those states of mind the teaching will take place in non-verbal ways through direct experience.
Mindfulness is the direct application of Buddhist teachings to a physical event, a way of doing or accomplishing something, or a way of thinking and viewing something.
You have to begin to develop a repertory of jokes, multi-plane spiritual jokes, the sort of things the Zen masters tell each other when they're asleep. These are the secret teachings.
Teaching high school was my real training as a novelist: it got me out of my head, and (at least a little) out of books, and invested me in the lives of others and the world around me.
I went back to graduate school because I wanted to avoid being a professional, to try to piece together a life that would let me avoid the tenure race and full-time teaching.
I hope ["reanimated the papacy"] means that the new interest in the pope evokes a new interest in the Church's teaching, of which the pope is the custodian.