无目标之旅学习指南 · 第5讲：传授

(Please Note: This is Chapter Five in the book Journey without Goal.) Body of talk: 45 min. Questions: 18 min. Overall: 65 min. Date: July 24, 1974

（请注意：本讲对应《无目标之旅》一书第五章。）讲授：45分钟。提问：18分钟。总时长：65分钟。日期：1974年7月24日

A powerful talk on the nature of obstacles to genuine spiritual transmission, the preparation for transmission and the nature of that transmission itself. The questions and answers are also particularly potent.

这是一场很有力量的讲座，探讨真正的精神传授所遇障碍的本质、接受传授的准备，以及传授本身的性质。问答部分也格外有力。

Preparing the ground for transmission by examining our basic level of sanity and discipline, appreciating critical mind, and recognizing wishful thinking as an obstacle to transmission.

审视我们基本的心智是否清明、行持是否自律，重视批判性的思考，并认识到一厢情愿的想法会妨碍传授，以此为传授奠定基础。

• If we haven’t made a relationship with suffering, frustration and neurosis, the feasibility of transmission is remote.

• 如果我们还没有与痛苦、挫折和神经质建立联系，传授的可能性就很渺茫。

• Not dealing with this basic level of our experience is like giving tranquilizers to children when they misbehave. Enormous problems arise when we do the equivalent in the spiritual realm.

• 不去处理这一基本层面的经验，就像孩子不听话时给他们服用镇静剂。在精神领域采取同样的做法，会引发巨大的问题。

• When students are given false promises and think they can avoid dealing with the beginner’s level of preparations, they blame themselves when things don’t work out. But the problem is the indoctrination they have received, not anything they have failed to do.

• 当学生得到虚假的承诺，以为自己可以避开初学阶段的准备时，一旦事情不如意，他们便会责怪自己。但问题出在他们受到的思想灌输，并非他们有什么没有做到。

• To prepare for transmission, we need to sharpen cynicism and critical mind. Transmission is like receiving a spiritual inheritance. We have to become worthy vessels in order to inherit our spiritual discipline. We have to drop the attitude that we will be saved. The questioning mind is the basis of receiving transmission.

• 为接受传授作准备，我们需要磨砺怀疑态度和批判心。传授就像接受一份精神遗产。我们必须成为堪受的容器，才能承继我们的精神修持。我们必须放下自己会被拯救的想法。质疑之心是接受传授的基础。

• Stressing critical intelligence is not just a response to Western gullibility. This is actually the traditional approach. It is the lineage holders’ responsibility not to give an inch and to keep up the tradition by being faithful to what we have been taught and to our own integrity.

• 强调批判性的智识，并不仅仅是针对西方人的轻信。这其实是传统的做法。传承持有者有责任寸步不让，忠于所受的教导，也忠于自己的操守，以此维系传统。

• No unnecessary concessions should be made to presenting dharma in the West, as though Westerners were like Martians. It is more enlightened to view the world as one global situation. We are all samsaric people who also have the potential to become enlightened.

• 在西方讲授佛法时，不应作出不必要的让步，仿佛西方人是火星人一样。把世界看成一个全球性的整体局面，是更开明的看法。我们都身处轮回，也都具有觉悟的潜能。

In receiving transmission, the genuine attitude of the student is to be humble and open, like an empty teacup.

接受传授时，学生真诚的态度是谦卑、开放，如同一只空茶杯。

• Pragmatically speaking, if you are going to pour tea into a cup, the cup must be at a lower level than the teapot. This has nothing to do with spiritual trips or higher consciousness. It’s a simple logic that water has to flow down.

• 从实际来说，要把茶倒进杯里，杯子的位置就必须低于茶壶。这与精神上的花样或更高的意识无关。水必须往下流，道理就这么简单。

• One cup is not better than another because it’s made of silver or gold. A cup is a cup, as long as it is a container that can hold water or tea. Similarly, we are simply students who want to know and learn and receive instruction. We feel our cupness, thirsting to receive teaching.

• 一只杯子不会因为用金银制成，就比另一只杯子更好。只要是能盛水或茶的容器，杯子就是杯子。同样，我们也只是想要了解、学习和接受指导的学生。我们感到自己就是这样的杯子，渴望接受教导。

• Being a cup is very powerful. There is a sense of pride.

• 成为一只杯子很有力量，也有一种自豪感。

• The teapot cannot wait to fill the cup with knowledge or teachings. The pot is magnetized by the cup and equally the cup is magnetized by the teapot, the teacher. A love affair takes place.

• 茶壶迫不及待地想把知识或教导注满茶杯。壶受到杯子的吸引，同样，杯子也受到茶壶——老师——的吸引。一场恋爱由此发生。

Transmission is the extension of spiritual wakefulness from one person to someone else. The teacher extends his own inspiration rather than giving it away. The teacher generates ongoing wakefulness and inspiration without being depleted. For the student, transmission is like being charged with electricity.

传授是精神上的觉醒从一个人延伸到另一个人。老师延伸自己的启发，而不是把它交出去。老师不断生起觉醒和启发，自身却不会因此耗竭。对学生来说，传授就像充电。

• Transmission requires the dynamic expression of our emotions. Our passion, aggression and ignorance are like three wires that are ready to receive transmission. The teacher is like the electrical generator.

• 传授需要我们的情绪充满活力地表达出来。我们的贪欲、嗔怒和愚痴就像三根电线，准备好接受传授。老师则像发电机。

• The formal ceremony of transmission, or empowerment, is called abhisheka, which literally means “sprinkling,” “bathing” or “anointment.” In the abhisheka, the teacher is also like the electrician who knows when to throw the switch.

• 正式的传授仪式，或赋予力量的仪式，称为 abhisheka，字面意思是“洒水”“沐浴”或“涂油”。在灌顶中，老师也像一位电工，知道何时合上开关。

• In abhisheka there is a sense of destruction, a sense of flow, and a sense of fulfillment. What is destroyed is anything disorganized or confused and any misconceptions about abhisheka.

• 灌顶中有一种摧毁感、一种流动感，以及一种圆满感。被摧毁的是所有混乱无序、迷惑不清的东西，以及对灌顶的一切误解。

• It is said that it’s better not to begin the tantric path, but that if we begin, we had better surrender. The little games of our personality have to be given up.

• 据说，最好不要开始走密续之道，但如果开始了，我们最好就全然交付。我们个性中那些小把戏，必须放下。

• After that, there is a sense of flow and of fulfillment. We begin to see the reality of what is possible in tantric experience.

• 此后便有一种流动感和圆满感。我们开始看到密续经验中种种可能性的真实面貌。

1) Does abhisheka happen all at once or as a process?

1) 灌顶是一下子发生的，还是一个过程？

2) Have your students received transmission?

2) 您的学生已经接受过传授了吗？

3) To whom or what do you surrender?

3) 我们是向谁或什么全然交付？

4) You said earlier in the summer that the function of the teacher is to tell the disciple to do it himself. How does that relate to this?

4) 您今年夏天早些时候说，老师的作用是告诉弟子自己去做。这与这里所说的有什么关系？

5) In Chicago, you said that you might have overextended yourself. I didn’t understand that. How does that relate here?

5) 在芝加哥，您说自己可能承担得太多了。我不明白这句话。这与这里所说的有什么关系？

6) Suppose everyone here at Naropa wanted to receive transmission from you. That involves a personal relationship with the teacher. How could you handle that?

6) 假设这里那洛巴学院的每个人都想接受您的传授。这涉及与老师建立个人关系。您怎么能应付得过来？

7) What is the vessel’s responsibility, once it has been transmitted to?

7) 容器一旦接受传授，会有什么责任？

8) As we proceed on the path, do we reject inborn emotions?

8) 在道上前行时，我们要排斥与生俱来的情绪吗？