Inquiry: He shouldn’t make it (appear) wrong.

Statement: He shouldn’t make it wrong. (Beliefs. Habitual patterns. This is about the teacher that triggers a good deal of beliefs in me.)

  1. True?
    Yes. Feels true. Can find stories saying it is true. Can find allies in the world, including skillful teachers who use another approach. (Although do I know they would agree with me? I am pretty sure they wouldn’t. My guess is that they would have more receptivity around it than I do here.)
  2. Sure?
    No. I suspect it is completely wrong, even at the level of stories.
  3. What happens when I believe that thought?
    • I tell myself that he is wrong. He is using a less-than-skillful teaching strategy. He makes our confusion wrong, which only deepens the sense of struggle and split. A much more skillful approach to release identification out of it would be to invite in a genuine appreciation for it.
    • He also mixes up thoughts with beliefs, making it appear that he is talking about thoughts when what he is really talking about is beliefs.
    • I compare his teachings with that of others. His approach seems clunky. It seems to come from a “should” and he tries to do it in a less than skillful way. Others, such as Adyashanti, Byron Katie, Genpo Roshi, Maezumi Roshi, Joel and Todd use an approach of appreciation to invite a release of identification. I am much more comfortable with that approach, so I tell myself it is more skillful.
    • I get restless. Jittery. Wish I was somewhere else. Tell myself I don’t belong. Feel alienated from him and the other students.
    • I feel I need to remind myself of what is true for me. I repeat to myself “lack of appreciation=deepening sense of identification and split, appreciation=release of drama and identification”.
    • I feel I need to protect myself from his teachings. I am afraid I will be polluted by his teachings.
    • He says that he teaches that way to shake people up. I think I know how he intends to shake people up, and it looks silly to me. But I am making it all up. (I tell myself that he tries to invite in a sense of separation to beliefs/habitual patterns in his students, although his approach still puts identification firmly within stories and content of awareness.)
    • What do I get from holding onto that belief? I get to be right, although I suspect I am not. (Which creates another layer of drama.) I get to feel separate. I get to feel that I am taking care of myself, protecting myself, preventing myself from being polluted by his teachings.
  4. Who would I be without it?
    • Receptive. Curious. Interested.
    • In what ways does his teachings help his students? Does it shake them up, as he says he intends? I honestly don’t know. It certainly could be, at least sometimes.
    • I also see that his teachings shakes me up, although in a different way. It helps me notice and inquire into these deeply held beliefs, which is good. And that may be exactly his intention. He may make our confusion wrong b/c it shakes people out of their beliefs in different ways, including how it shakes me out of my beliefs here now.
  5. Turnarounds.
    • He should make it wrong.
      • Everything in his background must tell him to do it that way.
      • It may work, sometimes, in shaking people up.
      • It even works for me, b/c I get to notice and inquire into my beliefs around his teaching strategy. That may even be what he intends to do, for all I know. (Acting in an obnoxious way to trigger knots in his students.)
    • I shouldn’t make it wrong.
      • Well, for me an approach of appreciation seems more honest and effective.
      • Whenever I attach to a story as true, I put something down. And that something is really just another mental field creation, something imagined.
    • I should make it wrong.
      • Yes. I get to see my own beliefs around it that way. They get out in the open so I can notice them and take them to inquiry.

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