Sitting four hours with a one year old -- holding him, feeding him, rocking him in cradle, listening to lullabies from iPad, until, finally, he fell asleep, his harsh cough rousing momentarily, then settling back as I continually rocked cradle leaning over, watching his face, hands, Rocky Balboa arms shooting up by him over his head in victory salute, lowering again in slumber.
He shouldn't, they say, have lived this long with such brain deprivation.
The non-separative emptiness of the interrelation.
Emptiness is the teacher.
The traditional East has always held that solutions to practical problems are the only ones that can be worked out through theoretical reasoning at the level of consciousness. True thinking, which is “moral thinking,” i.e. finding answers to fundamental questions, such as the meaning of life, our responsibilities towards others, and so on, is existential thinking, and takes place in the context of particular circumstances, which are my own circumstances, my place in society, the people I know, the country I live in. Obviously, what I can do about the environment or racism, for instance, is not the same, whether I am a social worker, or a farmer, or the Prime Minister, and whether I am in the UK, or the US, or Brazil, or whatever. Reason works out answers by applying an intellectual grid of causes and effects on a representation of the general problem on the field of consciousness. Such representation is an abstraction which more often than not pro- vides an excellent description of the issues, but do not even begin to suggest solutions. Einstein famously said “No problem can be solved from the same level of consciousness that created it” and “We shall require a substantially new manner of thinking if mankind is to survive.” In real life situations, there are specific problems which we encounter, and a need for a personal response to them: actions we should take and, possibly more often, actions we should refrain from. Critics of Nishitani have alleged that he does not provide a concrete ethical system comparable to what we find in Kant’s philosophy. For Bud- dhists both problems and answers are “contextualised” and, apart from the basic pre- cepts given to beginners, no Buddhist master will ever tell his/her disciples what they should do. Instead he/she shows them how to realise the mode of emptiness where they will find their own answers.
Emptiness, then, is the teacher. Once fully appropriated, emptiness is experi- enced not only as a state of clarity where you are “enlightened” by all things, but also as a wellspring of goodwill toward all beings. Because Sartre did not extend nothingness to the self, he missed the experience of nothingness as spontaneous altruistic concern which would have transformed his existentialist philosophy into a genuine humanism. In the Buddhist mode of emptiness, I feel compassion toward all beings, I wish them well. It is only when, on the field of consciousness, I (i.e., my representation of myself) feel threatened that I may be resentful of others, and this is a state where no one enjoys dwelling. But when I (which is really non-I at that point) dwell in the mode of emptiness, I experience an all-embracing loving kindness and an unconditional wish to do what is good for others. I treat them with re- spect and reverence, not because they have “rights,” but because this is what I spontaneously want to do. “In religious Love or Compassion, the highest standpoint of all comes into view.” (Ibid, 281)
(--from, THE FIELD OF EMPTINESS AS THE FIELD OF THE GREAT AFFIRMATION, The Kyoto School of Philosophy, Nick Bea)
It is that view, the one of love or compassion, the lullabies of embrace, that plunges us into the Great Affirmation -- this, this, is our body.
This, this, is
What Is, Real!
Resplended resonance of Christmas lyric -- "What Child Is This?"
