Inquiry: He should teach in a way that makes sense to me

 

He should teach in a way that makes sense to me.

  1. True?
    Well, again, it feels true sometimes. I can find stories telling me it is true. And I have found others who agree, who also believe those stories.
  2. Sure?
    No. Why should he teach according to my stories about how he should teach?
  3. What happens when I believe that thought?
    • I get restless. Want to be somewhere else. Stay only so I can get my hours in.
    • I experience separation to him and the group. I feel like an outsider. Not quite belonging. In the wrong place.
    • I worry about getting kicked out if I express this belief, or of getting so fed up that I leave on my own accord. I don’t want to leave, since there is so much else I get out of it.
    • I go into stories about how he should teach.
      • Instead of going on and on talking about philosophy and what to most people are only abstractions, why not give the students some tools for investigating and finding it for themselves there and then? Why not use something like the Big Mind process, or one of the many other forms of inquiry that are equally effective? Why not have it come from the students, and their immediate investigation, rather from a teacher? It seems horribly old fashioned and ineffective.
      • Instead of using words and phrases that seem inaccurate, why not be more accurate in talking about it? Why not say “timeless” rather than “eternal”? What the heck is “eternal” anyway? I know what timeless is since I can find it here now – it is that which all time unfolds within and as. But how can he know that something is “eternal”? (As I go into this story, I see that I may not be so right after all. Maybe “eternal” is a perfectly OK word to use, since the timeless now – as viewed from within time – appears “eternal”.)
    • I make myself right, and him – and the group – wrong. I go into stories supporting the belief that “my view” is right.
    • I see that I am caught up in a belief, which makes it more uncomfortable. There is the discomfort from the belief, then the discomfort from the belief that I shouldn’t be caught up in that belief.
    • I see that my story may have some validity, but it is certainly not true. He obviously shouldn’t teach according to my story of how he should teach. He seems to teach the best way he knows how, with a great deal of sincerity. Also, many students seem to get a great deal out of it. Who am I to dictate how it should be?
  4. Who would I be without it?
    • Relaxed. Enjoying myself. Enjoying what arises in the sense fields. Bringing attention to the sense fields.
    • Interested in what is happening here now. Interested, to some extent, in the content of what he is saying. How is it true for me? Is anything else more true for me, here and now? And can I know that is absolutely true? Can I know I am right and he is wrong?
    • Sense of connection. Friendly. Belonging.
    • More free to stay or leave, without adding drama to it. Free to talk about it or not.
  5. Turnarounds.
    • He shouldn’t teach in a way that makes sense to me
      • True. He should teach in a way that makes sense to him. From his own truth, and what seems appropriate for the situation.
      • It helps me see my own beliefs, and see them as just beliefs – just stories and positions I attach to.
      • There are many other students there, so if it makes sense to them – or even just some of them – that is good. Why should everything revolve around me?
    • I should teach in a way that makes sense to me
      • Yes, more true. I am the one who should teach in a way that makes sense to me. I should teach myself, in a way that makes sense – and is honest – for me. And that includes doing these types of inquiries on beliefs that come up, so I can find what is already more true for me.

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