It is important to look at what the Gita says, not only about
detachment as such, but about what the text calls a spiritually advanced (or illumined)
person is like. For instance, there is much talk about love,
compassion, and friendship in a sattvic person that we must somehow
reconcile with the specific passages about detachment.
But looking at those passages, too, we find some nuance: specifically, Krishna recommends not detachment simpliciter, but specifically detachment from the results of
action. It is possible, then, to be deeply immersed in and passionate
about your work, for example, to attend to it closely and fully engage
with it, while not obsessing about its success, reward, or other
extrinsic value. Paradoxically, this would probably fit the text's notion of detachment.
Here's an example: as a teacher, it is easy to fall into despair about whether I am reaching my students. I can get depressed, frustrated, angry, and generally cantankerous if I fixate on outcomes. This is comprehensively unpleasant for all concerned. But if I'm passionate about the material and the learning itself -- as well as connecting with, liking, and respecting the students regardless of whether they seem to be trying or making headway -- I can find joy and satisfaction in the very struggle. I suspect if I stay detached in this way from the (meager) fruits of teaching, I can be much more effective in the long run.
So detachment is not withdrawal and disengagement from others or our work, as you might at first
imagine, but rather a way to free ourselves from emotional turmoil so
as to think and act clearly and with well-considered purpose.
Subscribe to:
Post Comments (Atom)
2 comments:
From a student’s perspective, how might we reconcile the apparent paradox of learning? The habits of students often reflect a need to fulfill wants, desires, or interests that at times seem disconnected, and even contradictory, from the process and nature of learning. As a culture that is often obsessed with goals, G.P.A.s, and future ambitions, how might we begin to detach ourselves from the weight (internal and external) of expected results and engage passionately in a learning process that is a struggle of human character as an end it itself?
Nice question. As an application of the value of detachment, the paradox of education has few equals. Anything we can do to help students shake off all the extrinsic pressures and motivations is for the good -- and learning doesn't really become enjoyable and enriching until we do.
Post a Comment