Head& Heart Together 6] Mindfulness Defined

 Ṭhānissaro Bhikkhu 

Mindfulness Defined

In recent years, the world has been awash in a flood of books, articles, teachings, and courses that promote two theories about the practice of mindfulness (sati). The first theory is that the Buddha employed the term mindfulness to mean bare attention: a state of pure receptivity—nonreactive, nonjudging, noninterfering—toward physical and mental phenomena as they make contact with the six senses (counting the mind as the sixth). The second theory is that the cultivation of bare attention can, on its own, bring about the goal of Buddhist practice: freedom from suffering and stress. Even in non-Buddhist circles, these theories have become the standard interpretation of what mindfulness is and how it’s best developed.

Viewed in the light of the Buddha’s teachings in the Pāli Canon, though, these two theories are seriously misleading. At best, they present a small part of the path as the whole of the practice; at worst, they discredit many of the skills you need on the path and misrepresent what it actually means to taste awakening.

The practice of mindfulness is most fruitful when informed by the Buddha’s own definition of right mindfulness and his explanations of its role on the path. As he described the term, right mindfulness (sammā-sati) is not bare attention. Instead, it’s a faculty of active memory, adept at calling to mind—and keeping in mind—instructions and intentions that apply to your present actions. Its role is to draw on right view about the nature of suffering and its end, and to work proactively in supervising the other factors of the path—such as right resolve, right speech, right action, and right livelihood—to give rise to right concentration (MN 117). Then it builds on right concentration to bring about total release.

In the following passage, the Buddha defines sati as the ability to remember, at the same time illustrating its function in meditation practice with the four satipaṭṭhānas, or establishings of mindfulness:

“And what is the faculty of mindfulness? There is the case where a monk, a disciple of the noble ones, is mindful, highly meticulous, remembering & able to call to mind even things that were done & said long ago. [And here begins the satipaṭṭhāna formula:] He remains focused on the body in & of itself—ardent, alert, and mindful—putting aside greed and distress with reference to the world. He remains focused on feelings in and of themselves… the mind in and of itself… mental qualities in and of themselves—ardent, alert, and mindful—putting aside greed and distress with reference to the world.” — SN 48:10

The most extensive discussion of the satipaṭṭhānas (DN 22) starts with instructions to be ever mindful of the breath. But, as the satipaṭṭhāna formula shows, mindfulness isn’t the only quality you need to bring to the breath. You must also be alert and ardent.

The Pāli word for alertness, sampajañña, is another term that’s often misunderstood. It doesn’t mean comprehending or being choicelessly aware of the present, as it’s sometimes defined. Examples in the Canon shows that sampajañña means being aware of what you’re doing, as you’re doing it, in the activities of the body and mind. After all, if you’re going to gain insight into how you’re causing suffering, your awareness of the present has to be focused on what you’re actually doing. If you’re just mindful of lessons from the past or broadly receptive to everything happening in the present, you won’t see cause and effect in action. This is why mindfulness always has to be paired with alertness as you meditate.

Ardency—ātappa—means being intent on what you’re doing, trying your best to do it skillfully. This doesn’t mean that you have to keep straining and sweating all the time, just that you’re persistent in developing skillful habits and abandoning unskillful ones. That, in fact, is the role of right effort, the factor in the path that immediately precedes right mindfulness. Mindfulness fosters that effort by remembering what’s skillful and not, and recalling your need to keep trying to be skillful.

Mindfulness, alertness, and ardency get their guidance from what the Buddha called yoniso manasikāra, appropriate attention. Notice: That’s appropriate attention, not bare attention. No act of attention is ever bare. The Buddha discovered that the way you attend to sensory contact is determined by your views about what’s important: the questions you bring to each experience, the problems you want to solve. If there were no problems in life, you could open yourself up choicelessly to whatever came along. But the fact is there is a big problem smack dab in the middle of everything you do: the suffering that comes from misunderstanding what suffering is, how it’s caused, and how it can be ended. This is why the Buddha doesn’t tell you to view each moment with a beginner’s eyes. You’ve got to give priority to the problem of suffering, and keep an informed understanding of the problem and its correct solution always in mind.

Otherwise inappropriate attention will get in the way, focusing on questions like “Who am I?” “Do I have a self?”—questions that deal in terms of being and identity. Those questions, the Buddha said, lead you into a thicket of views and leave you stuck on the thorns (MN 2). The questions that lead to freedom focus on comprehending suffering, letting go of the cause of suffering, and developing the path to the end of suffering. Your desire for answers to these questions is what makes you alert to your actions—your thoughts, words, and deeds—and ardent to perform them skillfully.

Mindfulness, then, is what keeps the perspective of appropriate attention in mind. Modern psychological research has shown that attention comes in discrete moments. You can be attentive to something for only a very short period of time and then you have to remind yourself, moment after moment, to return to it if you want to keep on being attentive. In other words, continuous attention—the type that can see connections between cause and effect over time—has to be stitched together from short intervals. This is what mindfulness is for. It keeps the object of your attention and the purpose of your attention in mind.

This is why an accurate understanding of mindfulness and its role on the path is not just a nitpicking matter for scholars to argue over. It has a genuine impact on how you practice. If you can’t identify the differences among the qualities you bring to your meditation, they glom together, making it hard for real insight to arise.

For example, one popular definition of mindfulness is that it is awakening, and that each moment of mindfulness is a momentary taste of awakening. But mindfulness is conditioned and nibbāna is not. Mistaking one of the factors on the path to awakening for awakening itself is like reaching the middle of a road and then falling asleep right there. You never get to the end of the road, and in the meantime you’ll get run over by aging, illness, and death.

Other contemporary definitions of mindfulness may avoid the mistake of confusing mindfulness with awakening, but they still confuse it with qualities that sometimes are and sometimes aren’t useful on the path. For instance, mindfulness is sometimes portrayed as affectionate attention or compassionate attention, but affection and compassion are not synonymous with mindfulness. They’re separate things. If you bring them to your meditation, understand that they’re acting in addition to mindfulness, because skill in meditation requires seeing when qualities like compassion are helpful and when they’re not. As the Buddha says—and as most of us have experienced in our own lives—affection can sometimes be a cause for suffering, so you have to watch out.

Mindfulness has also been equated with appreciating the moment for all the little pleasures it can offer: the taste of a raisin, the feel of a cup of tea in your hands. In the Buddha’s vocabulary, this appreciation is called contentment. Contentment is useful when you’re experiencing physical hardship, but it’s not always useful in the area of the mind. In fact, the Buddha once said that the secret to his awakening was that he didn’t allow himself to rest content with whatever attainment he had reached (AN 2:5). He kept reaching for something higher until there was nowhere higher to reach. So contentment has to know its time and place. Mindfulness, if it’s not confused with contentment, can help keep that fact in mind.

Other popular definitions describe mindfulness as a type of non-reactivity or total acceptance. If you look for these terms in the Buddha’s vocabulary, the closest you’ll find are equanimity and patience. Equanimity means putting aside your preferences and accepting what you can’t change. Patience is the ability not to get worked up over the things you don’t like, to stick with difficult situations even when they don’t resolve as quickly as you want them to. But in establishing mindfulness you stay with unpleasant things not simply to accept them but also to observe and understand them. Once you’ve clearly seen that a particular quality, such as aversion or lust, is harmful for the mind, it doesn’t pay to keep developing patience or equanimity around it. You have to make whatever effort is needed to get rid of it and to nourish skillful qualities in its place by bringing in other factors of the path: right resolve and right effort.

Mindfulness, after all, is part of a larger path mapped out by appropriate attention. You have to keep remembering to bring the larger map to bear on everything you do. For instance, you try to keep the breath in mind because you see that concentration, as a factor of the path, is something you need to develop, and mindfulness of the breath is a good way to do it. The breath is also a good standpoint from which you can directly observe what’s happening in the mind, to see which mental qualities are giving good results and which ones aren’t.

Meditation employs lots of mental qualities, and you have to be clear about what they are, where they’re separate, and what each one of them can do. That way, when things are out of balance, you can identify what’s missing and can foster whatever is needed to make up the lack. If you’re feeling flustered and irritated, try to bring in a little gentleness and contentment. When you’re lazy, rev up your sense of the dangers of being unskillful and complacent. It’s not just a matter of piling on more and more mindfulness. You’ve got to add other qualities as well. First you’re mindful enough to stitch things together, to keep the basic issues of your meditation in mind and to observe things over time. Then you try to be alert to see whatever else your ardency should stir into the pot.

This process is a lot like cooking. When you don’t like the taste of the soup you’re making, you’re not stuck with the single option of adding more and more salt. You can add onion, garlic, oregano—whatever you sense is needed. Remember that you’ve got a whole spice shelf to work with, and that the spices should be clearly labeled. If they’re all labeled “salt,” you won’t know which “salt” to use.

And remember that your cooking has a purpose. Right mindfulness is supposed to lead to right concentration. We’re often told that mindfulness and concentration are two separate forms of meditation, or even two separate paths to awakening, but the Buddha never made a clear division between the two. In his teachings, mindfulness and concentration are interwoven: mindfulness shades into concentration; concentration, in turn, forms the basis for even better mindfulness. The four establishings of mindfulness are also the themes of concentration, and the highest level of concentration is where mindfulness becomes pure.

As Ajaan Lee, my teacher’s teacher, once noted, mindfulness combined with ardency turns into the concentration factor called vitakka, or directed thought, where you keep your thoughts consistently focused on one object, such as the breath. Alertness combined with ardency turns into another concentration factor: vicāra, or evaluation. In this case, you evaluate what’s going on with the breath. Is it comfortable? If it is, stick with it. If it’s not, what can you do to make it more comfortable? Try making it a little bit longer, a little bit shorter, deeper, shallower, faster, slower. See what happens. When you’ve found a way of breathing that nourishes a sense of fullness and refreshment, you can spread that fullness throughout the body. Learn how to relate to the breath in a way that nourishes a good energy flow throughout the body. When your sense of the body is refreshed, the mind can easily settle down in the present.

You may have picked up the idea that you should never fiddle with the breath, that you should just take it as it comes. Yet meditation isn’t a passive process of being nonjudgmentally present with whatever arises and not adjusting it at all. Mindfulness keeps reminding you to stick with the breath in the present, but it also reminds you that there’s a path to develop for good results in the future, and that adjusting the breath to help settle the mind is a skillful part of that path.

This is why evaluation—judging the best way to maximize the pleasure of the breath—is essential to the practice. In other words, you don’t abandon your powers of judgment as you develop mindfulness. Rather, you train them to be less judgmental and more judicious, so that they yield tangible results.

When the breath becomes really full and refreshing throughout the body, you can drop the evaluation and simply be one with the breath. This sense of oneness is also sometimes called mindfulness, in a literal sense: mind-fullness, a sense of oneness pervading the entire range of your awareness. You’re at one with whatever you focus on, at one with whatever you do. There’s no separate “you” at all. This is a type of mindfulness that’s easy to confuse with awakening because it can seem so liberating, but in the Buddha’s vocabulary it’s neither mindfulness nor awakening. He calls it by a technical name: cetaso ekodibhāva, unification of awareness. In the nine levels of concentration attainments, this is a factor that’s present from the second level, the second jhāna, up to the sixth, the infinitude of consciousness. It’s abandoned on the seventh level, when the mind needs to drop the oneness to reach the dimension of nothingness. So oneness isn’t even the ultimate in concentration, much less awakening.

Which means that there’s still more work for your mindfulness, alertness, and ardency to do. Mindfulness reminds you that no matter how wonderful this sense of oneness is, you still haven’t solved the problem of suffering. Alertness tries to focus on what the mind is still doing in that state of oneness—what subterranean choices you’re making to keep that sense of oneness going and what subtle levels of stress those choices are causing—while ardency tries to find a way to drop even those subtle choices to be rid of that stress.

So even this sense of oneness is a means to a higher end. You bring the mind to a solid state of oneness in order to drop your habitual ways of dividing up experience into me vs. not-me, but you don’t stop there. You then take that oneness and keep subjecting it to all the factors of the path. That’s when the activities underlying the oneness become clearly distinct. Ajaan Lee uses the image of ore in a rock. Staying with the sense of oneness is like resting content with the knowledge that there’s tin, silver, and gold in your rock: if that’s all you do, you’ll never get any use from those metals. But if you heat the rock to their different melting points, they’ll separate out on their own. Only then will you benefit from them.

Liberating insight comes from testing and experimenting. This is how we learn about the world to begin with. If we weren’t active creatures, we’d have no understanding of the world at all. Things would pass by, pass by, and we wouldn’t know how they were connected because we’d have no way of influencing them to see which effects came from changing which causes. It’s because we act in the world that we can understand it.

The same holds true with the mind. You can’t just sit there hoping that a single mental quality—mindfulness, acceptance, contentment, oneness—will do all the work. If you want to learn about the potentials of the mind, you have to be willing to play with sensations in the body, with qualities in the mind. That’s when you come to understand cause and effect.

But apprehending cause and effect requires all your powers of intelligence. This doesn’t mean book intelligence. It means your ability to notice what you’re doing, to read the results of what you’ve done, and to figure out ingenious ways of doing things that cause less and less suffering and stress: call it street smarts for the noble path. Mindfulness allows you to see these connections because it keeps reminding you to stay with these issues, to stay with the causes until you see their effects. But mindfulness alone can’t do all the work. You can’t improve the soup simply by dumping more pepper into it. You add other ingredients, as they’re needed.

This is why it’s best not to load the word mindfulness with too many meanings or to assign it too many functions. Otherwise, you can’t clearly discern when a quality like contentment is useful and when it’s not, when you need to bring things to oneness and when you need to take things apart.

So keep the spices on your shelf clearly labeled, and learn through practice which spice is good for which purpose. Only then can you develop your full potential as a cook.

Head& Heart Together 7] The Joy of Effort

 Ṭhānissaro Bhikkhu 

The Joy of Effort

When explaining meditation, the Buddha often drew analogies with the skills of artists, carpenters, musicians, archers, and cooks. Finding the right level of effort, he said, is like a musician’s tuning of a lute. Reading the mind’s needs in the moment—to be gladdened, steadied, or inspired—is like a palace cook’s ability to read and please the tastes of a prince.

Collectively, these analogies make an important point: Meditation is a skill, and mastering it should be enjoyable in the same way that mastering any other rewarding skill can be. The Buddha said as much to his son, Rāhula: “When you see that you’ve acted, spoken, or thought in a skillful way—conducive to happiness while causing no harm to yourself or others—take joy in that fact, and keep on training.”

Of course, saying that meditation should be enjoyable doesn’t mean that it will always be easy or pleasant. Every meditator knows it requires serious discipline to sit with long unpleasant stretches and to untangle all the mind’s difficult issues. But if you can approach difficulties with the enthusiasm that an artist approaches challenges in her work, the discipline becomes enjoyable: Problems are solved through your own ingenuity, and the mind is energized for even greater challenges.

This joyful attitude is a useful antidote to the more pessimistic attitudes that people often bring to meditation, which tend to fall into two extremes. On the one hand, there’s the belief that meditation is a series of dull and dreary exercises allowing no room for imagination and inquiry: Simply grit your teeth, and, at the end of the long haul, your mind will be processed into an awakened state. On the other hand there’s the belief that effort is counterproductive to happiness, so meditation should involve no exertion at all: Simply accept things as they are—it’s foolish to demand that they get any better—and relax into the moment.

While it’s true that both repetition and relaxation can bring results in meditation, when either is pursued to the exclusion of the other, it leads to a dead end. If, however, you can integrate them both into the larger skill of learning how to apply whatever level of effort the practice requires at any given moment, they can take you far. This larger skill requires strong powers of mindfulness, concentration, and discernment, but if you stick with it, it can lead you all the way to the Buddha’s ultimate aim in teaching meditation: nibbāna, a happiness totally unconditioned, free from the constraints of space and time.

That’s an inspiring aim, but it requires work. And the key to maintaining your inspiration in the day-to-day work of meditation practice is to approach it as play: a happy opportunity to master practical skills, to raise questions, experiment, and explore. This is precisely how the Buddha himself taught meditation. Instead of formulating a cut-and-dried method, he first trained his students in the personal qualities—such as honesty and patience—needed to make trustworthy observations. Only then did he teach meditation techniques, and even then he didn’t spell everything out. He raised questions and suggested areas for exploration, in hopes that his questions would capture his students’ imagination so they’d develop discernment and gain insights on their own.

We can see this in the way the Buddha taught Rāhula how to meditate. He started with the issue of patience. Meditate, he said, so that your mind is like the earth. Disgusting things get thrown on the earth, but the earth isn’t horrified by them. When you make your mind like the earth, neither agreeable nor disagreeable sensory impressions will take charge of it.

Now, the Buddha wasn’t telling Rāhula to become a passive clod of dirt. He was teaching Rāhula to be grounded, to develop his powers of endurance, so that he’d be able to observe both pleasant and painful events in his body and mind without becoming engrossed in the pleasure or blown away by the pain. This is what patience is for. It helps you sit with things until you understand them well enough to respond to them skillfully.

To develop honesty in meditation, the Buddha taught Rāhula a further exercise. Look at the inconstancy of events in body and mind, he said, so that you don’t develop a sense of “I am” around them. Here the Buddha was building on a lesson that he had taught Rāhula when the latter was seven years old. Learn to look at your actions, he had said, before you do them, while you’re doing them, and after they’re done. If you see that you’ve acted unskillfully and caused harm, resolve not to repeat the mistake. Then talk it over with someone you respect.

In these lessons, the Buddha was training Rāhula to be honest with himself and with others. And the key to this honesty is to treat your actions as experiments. Then, if you see the results aren’t good, you are free to change your ways.

This attitude is essential for developing honesty in your meditation as well. If you regard every thing—good or bad—that arises in the meditation as a sign of the sort of person you are, it will be hard to observe anything honestly at all. If an unskillful intention arises, you’re likely either to come down on yourself as a miserable meditator or to smother the intention under a cloak of denial. If a skillful intention arises, you’re likely to become proud and complacent, reading it as a sign of your innate good nature. As a result, you never get to see if these intentions are actually as skillful as they seemed at first glance.

To avoid these pitfalls, you can learn to see events simply as events, and not as signs of the innate Buddha-ness or badness of who you are. Then you can observe these events honestly, to see where they come from and where they lead. Honesty, together with patience, puts you in a better position to use the techniques of meditation to explore your own mind.

The primary technique the Buddha taught Rāhula was breath meditation. The Buddha recommended sixteen steps in dealing with the breath. The first two involve straightforward instructions. The rest raise questions to be explored. In this way, the breath becomes a vehicle for exercising your ingenuity in solving the problems of the mind, and exercising your sensitivity in gauging the results.

To begin, simply notice when the breath is long and when it’s short. In the remaining steps, though, you train yourself. In other words, you have to figure out for yourself how to do what the Buddha recommends. The first two trainings are to breathe in and out sensitive to the entire body, then to calm the effect that the breath has on the body. How do you do that? You experiment. What rhythm of breathing, what way of conceiving the breath calms its effect on the body? Try thinking of the breath not as the air coming in and out of the lungs but as the energy flow throughout the body that draws the air in and out. Where do you feel that energy flow? Think of it as flowing in and out the back of your neck, in your feet and hands, along the nerves and blood vessels, in your bones. Think of it coming in and out every pore of your skin. Where is it blocked? How do you dissolve the blockages? By breathing through them? Around them? Straight into them? See what works.

As you play around with the breath in this way, you’ll make some mistakes—I’ve sometimes given myself headaches by forcing the breath too much—but with the right attitude the mistakes become lessons in learning how the impact of your perceptions shapes the way you breathe. You’ll also catch yourself getting impatient or frustrated, but then you’ll see that when you breathe through these emotions, they go away. You’re beginning to see the impact of the breath on the mind.

The next step is to breathe in and out with a sense of refreshing fullness and a sense of ease. Here, too, you’ll need to experiment both with the way you breathe and with the way you conceive of the breath. Notice how these feelings and conceptions have an impact on the mind, and how you can calm that impact so that the mind feels most at ease.

Then, when the breath is calm and you’ve been refreshed by feelings of ease and stillness, you’re ready to look at the mind itself. You don’t leave the breath, though. You adjust your attention slightly so that you’re watching the mind as it stays with the breath. Here the Buddha recommends three areas for experimentation: Notice how to gladden the mind when it needs gladdening, how to steady it when it needs steadying, and how to release it from its attachments and burdens when it’s ready for release.

Sometimes the gladdening and steadying will require bringing in other topics for contemplation. For instance, to gladden the mind you can develop an attitude of infinite good will, or recollect the times in the past when you’ve been virtuous or generous. To steady the mind when it’s been knocked over by lust, you can contemplate the unattractive side of the human body. To reestablish your focus when you’re drowsy or complacent, contemplation of death—realizing that death could come at any time, and you need to prepare your mind if you’re going to face it with any finesse—can transfix you. At other times, you can gladden or steady the mind simply by the way you focus on the breath itself. For instance, breathing down into your hands and feet can really anchor the mind when its concentration has become shaky. When one spot in the body isn’t enough to hold your interest, try focusing on the breath in two spots at once.

The important point is that you’ve now put yourself in a position where you can experiment with the mind and read the results of your experiments with greater and greater accuracy. You can try exploring these skills off the cushion as well: How do you gladden the mind when you’re sick? How do you steady the mind when dealing with a difficult person?

As for releasing the mind from its burdens, you prepare for the ultimate freedom of nibbāna first by releasing the mind from any awkwardness in its concentration. Once the mind has settled down, check to see if there are any ways you can refine the stillness. For instance, in the beginning stages of concentration you need to keep directing your thoughts to the breath, evaluating and adjusting it to make it more agreeable. But eventually the mind grows so still that evaluating the breath is no longer necessary. So you figure out how to make the mind one with the breath, and in that way you release the mind into a more intense and refreshing state of ease.

As you expand your skills in this way, the intentions that you’ve been using to shape your experience of body and mind become more and more transparent. At this point the Buddha suggests revisiting the theme of inconstancy, learning to look for it in the effects of every intention. You see that even the best states produced by skillful intentions—the most solid and refined states of concentration—waver and change. Realizing this induces a sense of disenchantment with and dispassion for all intentions. You see that the only way to get beyond this changeability is to allow all intentions to cease. You watch as everything is relinquished, including the path. What’s left is unconditioned: the deathless. Your desire to explore the breath has taken you beyond desiring, beyond the breath, all the way to nibbāna.

But the path doesn’t save all its pleasures for the end. It takes the daunting prospect of reaching full Awakening and breaks it down into manageable interim goals—a series of intriguing challenges that, as you meet them, allow you to see progress in your practice. This in and of itself makes the practice interesting and a source of joy.

At the same time, you’re not engaged in busywork. You’re developing a sensitivity to cause and effect that helps make body and mind transparent. Only when they’re fully transparent can you let them go. In experiencing the full body of the breath in meditation, you’re sensitizing yourself to the area of your awareness where the deathless—when you’re acute enough to see it—will appear.

So even though the path requires effort, it’s an effort that keeps opening up new possibilities for happiness and wellbeing in the present moment. And even though the steps of breath meditation eventually lead to a sense of disenchantment and dispassion, they don’t do so in a joyless way. The Buddha never asks anyone to adopt a world-negating—or world-affirming, for that matter—frame of mind. Instead, he asks for a “world-exploring” attitude, in which you use the inner world of full-body breathing as a laboratory for exploring the harmless and clear-minded pleasures the world as a whole can provide. You learn skills to calm the body, to develop feelings of refreshment, fullness, and ease. You learn how to calm the mind, to steady it, gladden it, and release it from its burdens.

Only when you run up against the limits of these skills are you ready to drop them, to explore what greater potential for happiness there may be. In this way, disenchantment develops not from a narrow or pessimistic attitude but from an attitude of hope that there must be something better. This is like the disenchantment a child senses when he has mastered a simple game and feels ready for something more challenging. It’s the attitude of a person who has matured. And as we all know, you don’t mature by shrinking from the world, watching it passively, or demanding that it entertain you. You mature by exploring it, by expanding your range of usable skills through play.

Head& Heart Together 3] The Power of Judgment

 Ṭhānissaro Bhikkhu 

The Power of Judgment

When the Buddha told Ānanda that the entirety of the practice lies in having an admirable friend, he wasn’t saying something warm and reassuring about the compassion of others. He was pointing out three uncomfortable truths—about delusion and trust—that call for clear powers of judgment.

The first truth is that you can’t really trust yourself to see through your delusion on your own. When you’re deluded, you don’t know you’re deluded. You need some trustworthy outside help to point it out to you. This is why, when the Buddha advised the Kālāmas to know for themselves, one of the things he told them to know for themselves was how wise people would judge their behavior. When he advised his son, Rāhula, to examine his own actions as he would his face in a mirror, he said that if Rāhula saw that his actions had caused any harm, he should talk it over with a knowledgeable friend on the path. That way he could learn how to be open with others—and himself—about his mistakes, and at the same time tap into the knowledge that his friend had gained. He wouldn’t have to keep reinventing the dharma wheel on his own.

So if you really want to become skillful in your thoughts, words, and deeds, you need a trustworthy friend or teacher to point out your blind spots. And because those spots are blindest around your unskillful habits, the primary duty of a trustworthy friend is to point out your faults—for only when you see your faults can you correct them; only when you correct them are you benefiting from your friend’s compassion in pointing them out.

Regard him as one who

points out

treasure,

the wise one who

seeing your faults

rebukes you.

Stay with this sort of sage.

For the one who stays

with a sage of this sort,

things get better,

not worse. — Dhp 76

In passing judgment on your faults, an admirable friend is like a trainer. Once, when a horse trainer came to see the Buddha, the Buddha asked him how he trained his horses. The trainer said that some horses responded to gentle training, others to harsh training, others required both harsh and gentle training, but if a horse didn’t respond to either type of training, he’d kill the horse to maintain the reputation of his teachers’ lineage. Then the trainer asked the Buddha how he trained his students, and the Buddha replied, “In the same way.” Some students responded to gentle criticism, others to harsh criticism, others to a mixture of the two, but if a student didn’t respond to either type of criticism, he’d kill the student. This shocked the horse trainer, but then the Buddha explained what he meant by “killing”: He wouldn’t train the student any further, which essentially killed the student’s opportunity to grow in the practice.

So the first prerequisite in maintaining an admirable friend is being willing to take criticism, both gentle and harsh. This is why the Buddha told his disciples not to teach for money, for the person paying is the one who determines what’s taught, and people rarely pay for the criticism they need to hear. But even if the teacher is teaching for free, you run into the Buddha’s second uncomfortable truth: You can’t open your heart to just anyone. Our powers of judgment really do have power, and because that power can cause long-term help or harm, you have to take care in choosing your friend. Don’t fall into the easy trap of being judgmental or non-judgmental—judgmental in trusting your knee-jerk likes or dislikes, non-judgmental in trusting that every dharma teacher would be equally beneficial as a guide. Instead, be judicious in choosing the person whose judgments you’re going to take on as your own.

This, of course, sounds like a Catch-22: You need a good teacher to help develop your powers of judgment, but well-developed powers of judgment to recognize who a good teacher might be. And even though there’s no foolproof way out of the catch—after all, you can master a foolproof way and still be a fool—there is a way if you’re willing to learn from experience. And fortunately the Buddha advised on how to develop your powers of judgment so that you know what to look for along the way. In fact, his recommendations for how to choose an admirable friend are a preliminary exercise in discernment: learning how to develop judicious powers of judgment so that you, too, can become an admirable friend, first to yourself and then to the people around you.

The first step in being judicious is understanding what it means to judge in a helpful way. Think, not of a Supreme Court justice sitting on her bench, passing a final verdict of guilt or innocence, but of a piano teacher listening to you play. She’s not passing a final verdict on your potential as a pianist. Instead, she’s judging a work in progress: listening to your intention for the performance, listening to your execution of that intention, and then deciding whether it works. If it doesn’t, she has to figure out if the problem is with the intention or the execution, make helpful suggestions, and then let you try again. She keeps this up until she’s satisfied with your performance. The important principle is that she never direct her judgments at you as a person. Instead she has to stay focused on your actions, to keep looking for better ways to raise them to higher and higher standards.

At the same time, you’re learning from her how to judge your own playing: thinking more carefully about your intention, listening more carefully to your execution, developing higher standards for what works, and learning to think outside of the box for ways to improve. Most important of all, you’re learning to focus your judgment on your performance, and not on yourself. This way—when there’s less you invested in your habits—you’re more willing to recognize unskillful habits and to drop them in favor of more skillful ones.

Of course, when you and your teacher are judging your improvement on a particular piece, it’s part of a longer process of judging how well the relationship is working. She has to judge, over time, if you’re benefiting from her guidance, and so do you. But again, neither of you is judging the worth of the other person. She’s simply deciding—based on your progress—whether it’s worth her while to continue taking you on as a student. You’re judging the extent to which her recommendations are actually helping you perform more effectively. If either of you decides to terminate the relationship, it shouldn’t be because she’s a bad teacher or you’re a bad student, but simply that she’s not the teacher for you, or you’re not the student for her.

In the same way, when you’re evaluating a potential dharma teacher, remember that there’s no Final Judgment in Buddhism. You want someone who will evaluate your actions as a work in progress, and you have to apply the same standard to him or her. And you’re not trying to take on the superhuman role of evaluating that person’s essential worth. You’re simply judging whether his or her actions embody the kinds of skills you’d like to develop, and the types of mental qualities—which are also a kind of action—that you’d trust in a trainer or guide. After all, the only way we know anything about other people is through their actions, so that’s as far as our judgments can fairly extend.

At the same time, though, because we’re judging whether we want to internalize another person’s standards, it’s not unfair to pass judgment on what they’re doing. It’s for our own protection. And it’s for the sake of our protection that the Buddha recommended looking for two qualities in a teacher: wisdom and integrity. To gauge these qualities, though, takes time and sensitivity, which is why the Buddha also advised that you be willing to spend time with the person, and try to be really observant of how that person acts.

Once, when King Pasenadi came to see the Buddha, a group of naked ascetics passed nearby. The king went over, got down on one knee, and offered them homage. Then he returned to the Buddha and asked, “Are those ascetics worthy of homage?” The Buddha replied that you could fairly answer that question only after having spent time with them, and only if you were really observant. The king praised the Buddha’s caution, and added, “Those men are actually my spies. They’re on the way back from having scouted out the enemy, and soon—after bathing and clothing themselves—they’ll be back enjoying themselves with their wives.” So you can’t judge people just by first impressions. The appearance of wisdom is easy to fake. In the past, people were impressed by extreme austerities; at present, the ads for dharma books and retreats show that we’re attracted to other surface criteria, but the principle is the same.

To save time and needless pain in the search, however, the Buddha noted four early warning signs indicating that potential teachers don’t have the wisdom or integrity to merit your trust. The warning signs for untrustworthy wisdom are two. The first is when people show no gratitude for the help they’ve received—and this applies especially to help from their parents and teachers. People with no gratitude don’t appreciate goodness, don’t value the effort that goes into being helpful, and so will probably not put out that effort themselves. The second warning sign is that they don’t hold to the principle of karma. They either deny that we have freedom of choice, or else teach that one person can clear away another person’s bad karma from the past. People of this sort are unlikely to put forth the effort to be genuinely skillful, and so are untrustworthy guides.

Lack of integrity also has two warning signs. The first is when people feel no shame in telling a deliberate lie. As the Buddha once said, “There’s no evil that such a person might not do.” The second warning sign is when they don’t conduct arguments in a fair and aboveboard manner: misrepresenting their opponents, pouncing on the other side’s minor lapses, not acknowledging the valid points the other side has made. People of this sort, the Buddha said, aren’t even worth talking to, much less taking on as teachers.

As for people who don’t display these early warning signs, the Buddha gave advice on how to gauge wisdom and integrity in their actions over time. One question he’d have you ask yourself is whether a teacher’s actions betray any of the greed, anger, or delusion that would inspire him to claim knowledge of something he didn’t know, or to tell another person to do something that was not in that person’s best interests. To test for a teacher’s wisdom, the Buddha advised noticing how a potential teacher responds to questions about what’s skillful and not, and how well he or she handles adversity. To test for integrity, you look for virtue in day-to-day activities, and purity in the teacher’s dealings with others. Does this person make excuses for breaking the precepts, bringing them down to his level of behavior rather than lifting his behavior to theirs? Does he take unfair advantage of other people? If so, you’d better find another teacher.

This, however, is where the Buddha’s third uncomfortable truth comes in: You can’t be a fair judge of another person’s integrity until you’ve developed some of your own. This is probably the most uncomfortable truth of all, for it requires that you accept responsibility for your judgments. If you want to test other people’s potential for good guidance, you have to pass a few tests yourself. Again, it’s like listening to a pianist. The better you are as a pianist, the better your ability to judge the other person’s playing.

Fortunately, the Buddha also gave guidance on how to develop integrity, and it doesn’t require that you start out innately good. All it requires is a measure of truthfulness and maturity: the realization that your actions make all the difference in your life, so you have to take care in how you act; the willingness to admit your mistakes, both to yourself and to others; and the willingness to learn from your mistakes so you don’t keep repeating them. As the Buddha taught Rāhula, before you act in thought, word, or deed, look at the results you expect from your action. If it’s going to harm you or anyone else, don’t do it. If you don’t foresee any harm, go ahead and act. While you’re acting, check to see if you’re causing any unforeseen harm. If you are, stop. If not, continue until you’re done. After you’re done, look at the long-term results of your action. If it caused any harm, talk it over with someone else on the path, develop a sense of shame around the mistake, and resolve not to repeat it. If it caused no harm, take joy in the fact and keep on training.

As you train yourself in this way, you learn four important principles about exercising judgment in a healthy way. First, you’re judging your actions, not yourself. If you can learn to separate your sense of self from your actions, you tend to be more willing to admit your mistakes to yourself, and less defensive when other people point them out to you. This principle also applies to the sense of shame the Buddha recommends you feel toward your mistakes. It’s directed not at you, but at the action—the sort of shame felt by a person of high self-esteem who’s realized she’s done something beneath her and doesn’t want to do it again. Shame of this sort is not debilitating. It simply helps you remember the lesson you’ve learned.

This relates to the second important principle about healthy judgment, that it requires mindfulness in the original meaning of the term: keeping something in mind. Mindfulness of this sort is essential in developing your judgment, for it helps you remember the lessons you’ve learned over time as to what works and what doesn’t. Because we often try our best to forget our mistakes, we have to train our mindfulness repeatedly to remember the lessons we learned from those mistakes so that we don’t have to keep learning them over and over again.

Sometimes you hear mindfulness defined as a non-judging state of mind, but that’s not how the Buddha understood it. He often compared mindfulness to a gatekeeper in the way it helps you judge what should and shouldn’t be done:

“Just as the royal frontier fortress has a gatekeeper—wise, experienced, intelligent—to keep out those he doesn’t know and to let in those he does, for the protection of those within and to ward off those without; in the same way a disciple of the noble ones is mindful, highly meticulous, remembering & able to call to mind even things that were done & said long ago. With mindfulness as his gatekeeper, the disciple of the noble ones abandons what is unskillful, develops what is skillful, abandons what is blameworthy, develops what is blameless, and looks after himself with purity.” — AN 7:63

So mindfulness actually plays an essential role in developing your powers of judgment.

As you keep trying to apply the lessons you’ve learned, you discover the third principle about healthy judgment: that the lessons you learn from your mistakes, if you act on them, really do make a difference. The present moment is not so arbitrarily new that lessons from yesterday are useless today. You may keep finding new subtleties in how to apply past lessons, but the general outlines of how suffering is caused and how it can be ended always remain the same.

The fourth principle is that you learn how to benefit from the judgments of others. When you’ve chosen a person to confide in, you want to be open to that person’s criticisms, but you also want to put his or her suggestions for improvement to the test. As the Buddha told his aunt, Gotamī, you can test genuine dharma by seeing the results it gives when you put it into action. If it leads to such admirable qualities as being dispassionate, modest, content, energetic, and unburdensome, it’s the genuine thing. The person who teaches you this dharma has passed at least that test for being a genuine friend. And you’re learning more and more how to judge for yourself.

Some people might object that it’s selfish to focus on finding friends you can benefit from, and inhumane to keep testing people to see if they fit the bill. But that’s missing the point. The benefits that come from this sort of friendship don’t end with you; and in testing your friend you’re also testing yourself. As you assimilate the qualities of an admirable friend, you become the sort of person who can offer admirable friendship to others. Again, it’s like practicing under a good piano teacher. As you improve as a pianist, you’re not the only one who can enjoy your playing. The better you get, the more joy you bring to others. The better you understand the process of playing, the more effectively you can teach anyone who sincerely wants to learn from you. This is how teaching lineages of high caliber get established for the benefit of the world.

So when you look for an admirable friend, you’re tapping into a long lineage of admirable friends, stretching back to the Buddha, and helping it to extend into the future. Joining this lineage may require accepting some uncomfortable truths, such as the need to learn from criticism and to take responsibility for your actions. But if you’re up for the challenge, you learn to take this human power of judgment—which, when untrained, can so easily cause harm—and train it for the greater good.

Head& Heart Together 4] Think Like a Thief

 Ṭhānissaro Bhikkhu 

Think Like a Thief

In Theravāda, the relationship between teacher and student is like that between a master craftsman and his apprentice. The Dharma is a skill, like carpentry, archery, or cooking. The duty of the teacher is to pass on the skill not only by word and example, but also by creating situations to foster the ingenuity and powers of observation the student will need to become skillful. The duty of the student is to choose a reliable master—someone whose skills are solid and whose intentions can be trusted—and to be as observant as possible. After all, there’s no way you can become a skilled craftsman by passively watching the master or merely obeying his words. You can’t abdicate responsibility for your own actions. You have to pay attention both to your actions and to their results, at the same time using your ingenuity and discernment to correct mistakes and overcome obstacles as they arise. This requires that you combine respect for your teacher with respect for the principle of cause and effect as it plays out in your own thoughts, words, and deeds.

Shortly before my ordination, my teacher—Ajaan Fuang Jotiko—told me: “If you want to learn, you’ll have to think like a thief and figure out how to steal your knowledge.” And soon I learned what he meant. During my first years with him, he had no one to attend to his needs: cleaning his hut, boiling the water for his bath, looking after him when he was sick, etc. So, even though I was a foreigner—barely fluent in Thai and probably the most uncouth barbarian he had ever met—I quickly took on the role of his attendant. Instead of explaining where things should be placed or when certain duties should be done, he left it up to me to observe for myself. If I caught on, he wouldn’t say anything. If I didn’t, he’d point out my mistake—but still wouldn’t fully explain what was wrong. I had to observe for myself: Where did he place things when he straightened out his hut? And I had to do this out of the corner of my eye, for if I was too obvious in watching him, he would chase me away. As he said, “If I have to explain everything, you’ll get used to having things handed to you on a platter. And then what will you do when problems come up in your meditation and you don’t have any experience in figuring things out and experimenting on your own?”

So I swallowed my pride and learned to take my mistakes as my teachers. Before, I could never tolerate being in the wrong. But when I could finally admit to being wrong, I started finding the inner resources I needed to start setting things right.

Still, the issue of balancing respect was a problem. Ajaan Fuang was amazingly principled, wise, and compassionate, and I could always trust his intentions toward me. As a result I felt enormous respect for him. Nevertheless, he was a human being with human foibles. Because my Christian upbringing had taught me to reserve my ultimate respect for a supposedly infallible being, I was awkward in handling the occasions when Ajaan Fuang was a little less than perfect. At the same time, I didn’t know quite what to do with my strongly ingrained streak of independence. So one day, out of the blue, Ajaan Fuang told me a story about a time when he had had a disagreement with his own teacher, Ajaan Lee Dhammadharo.

Toward the end of his life, Ajaan Lee had built a monastery in a mangrove swamp on the outskirts of Bangkok. The lay supporters wanted an ordination hall, so that was the first permanent building erected in the monastery. When laying the foundations, they placed a concrete vault under the spot where the Buddha image was to be situated, and filled it with sacred objects: Buddha relics, Buddha images, amulets, pieces of scripture, and so forth. Then they sealed it up for posterity. Traditionally in Thailand, Buddha images always face east—the direction the Buddha was facing on the day of his Awakening—so the vault was placed under the western side of the building, under the spot where the main Buddha image would be placed. Halfway through the construction, though, Ajaan Lee changed his mind and decided to place the Buddha image on the eastern side of the building, facing west. Although he never offered an explanation for this unusual move, his students are generally unanimous in their interpretation of what he wanted it to represent: the Dharma was going West.

Not until the building was finished, though, did anyone realize that the vault was no longer in line with the image. This meant that people entering the building through the western door would be stepping right over the sacred objects in the vault, violating a strong Thai taboo. So one evening Ajaan Lee said to Ajaan Fuang, “Get the monks together and move the vault to the other side of the building.” Ajaan Fuang thought to himself, “That vault is firmly planted in the ground, and the area beneath the ordination hall is nothing but mud.” However, he knew if he said that it couldn’t be moved, Ajaan Lee would say, “If you don’t have the conviction to do it, I’ll find someone else who does.” So the next morning, after the meal, Ajaan Fuang got all the able-bodied monks and novices in the monastery down under the building, with ropes to pull the vault over to the eastern side. They worked all day but couldn’t budge it an inch.

So now was the time to express an opinion—and to suggest an alternative solution to the problem. Ajaan Fuang went to Ajaan Lee that evening and said, “How about if we build another vault under the image, open the original vault, take all the sacred objects out of the old vault, and seal them up in the new one?” Ajaan Lee gave him a brief nod, and thus the problem was solved.

“And that,” Ajaan Fuang concluded, “is how you show respect for your teacher.”