|
|
|
Excerpt from Cave of Tigers
FromChapter 1: The Still Point of Zazen Zazen is the heart of Zen practice. Historically, Zen monastics were known as the meditation monastics, and Buddhism itself originated in the zazen of Shakyamuni Buddha sitting and realizing the nature of reality under the bodhi tree. But the strong emphasis placed on meditation in Zen dates back to Bodhidharma, who was reputed to have sat nine years facing the wall in single-minded effort. All of the Zen lineages that are traced to Bodhidharma always maintained zazen as their primary focus and the basis of training. Of course, there are other forms of Buddhism. There are schools that place emphasis on the study and comprehension of the sutras; others dedicate themselves to repeating the name of a buddha. There are forms of Buddhism that focus on liturgy or elaborate esoteric visualizations. In Zen, the emphasis is on zazen. Whether we are talking about Soto school or Rinzai school, whether we are dealing with koan introspection or silent illumination, the cornerstone of Zen is zazen. It is amazing, however, how sparse is the information published about zazen, and generally how little is known about zazen even among those who supposedly practice it. When you survey the wealth of Zen Buddhist literature, there are volumes published on koans and koan study. There are extensive collections of sayings of great masters, but few historical documents talk specifically about zazen, and usually they are no more than a paragraph or two in length. Master Dogen is an exception to this. All of his teaching was based on zazen; in fact, he wrote one fascicle in his masterwork Shobogenzo devoted exclusively to the subject. Yet, we can say that everything that has been publisheed—all ninety-four chapters of the Shobogenzo, all the sutras and discourses of the Buddha, all the ancient teachings and the koans that have been handed down from generation to generation—is nothing but zazen. The excerpt below comes from an introduction to zazen titled “The Still Point”:
If we do not transmit zazen, we do not transmit the Buddhadharma. Here on this mountain, from the beginning, zazen has been an essential aspect of our practice. By seven-thirty in the evening on the day we formally arrived to begin our practice here, we began zazen, and it has continued to be our practice. During that first winter there were only six or seven of us sitting in a very cold building, but zazen never stopped for one moment. It is zazen that has created and maintained this sangha. It is zazen that moves out of this monastery to our affiliate groups across the country and across the ocean. It is zazen that unites all of the sanghas of the Buddhist practitioners throughout the world. Zazen is not only the basis of our practice and the process through which we realize ourselves, but realization itself. Zazen is enlightenment.
* * *
STUDENT: Master Dogen says that zazen is the actualization of the ultimate reality. I say we should just wash out our ears. TEACHER: Don't you believe Dogen? STUDENT: [Gags.] TEACHER: Does that mean zazen is or is not? STUDENT: If I had any idea about it, I certainly wouldn't talk about it. TEACHER: Why not? STUDENT: I don't know. TEACHER: How do you practice zazen? STUDENT: When the bell rings in the morning, I get up. Ching, ching, ching, ching. TEACHER: May your life go well. STUDENT: Thank you for your answer. * * * STUDENT: I'm curious about consciousness. I realize that experiencing different states of consciousness is still separate from zazen. TEACHER: In a sense, even discussing different states of consciousness separates consciousness from itself. We don't have compartmentalized consciousness; it's all one consciousness. STUDENT: I know that intellectually, but most of the time it feels very different. TEACHER: Do you call feeling happy and sad different states of consciousness? These different ways that we feel can be called different states of consciousness, but really it is all the same consciousness. STUDENT: I know that's true, but I want to be able to arrive at any of those states at will. I know that's completely deluded, but it's something that I desire. So how do I deal with it? TEACHER: How do you deal with any desire? Holy desires are no less hindering than profane desires? STUDENT: What do you do with your cigarette addiction? TEACHER: I smoke. STUDENT: I use my consciousness in different ways. TEACHER: Everybody does. When you're happy, you're using your consciousness in a particular way; when you're sad you're using your consciousness in a particular way.
STUDENT: I can make myself happy and I can make myself sad, but I can't grab hold of states that I really desire. TEACHER: I don't know what those different states that you desire are. STUDENT: This wonderful, blissful state of ecstasy. TEACHER: Why are you chasing after that? STUDENT: Why? TEACHER: Yes. STUDENT: Because it is profound. TEACHER: It is? STUDENT: [Laughs.] TEACHER: Picking your nose is most profound. What do you think of that? STUDENT: It's profane. I can pick my nose any time I want. TEACHER: Why don't you just throw away all that groping and running and struggling and just take what you have? STUDENT: Because that seems too simple, too sober, too mundane. TEACHER: I don't know about mundane. What's mundane? What's holy? You have two nostrils, right? So what's all the searching and chasing about? STUDENT: I don't know. I can't give it up. TEACHER: Can't give it up, can't stop thinking, can't do this, can't do that; very difficult. Time to shut up and sit! STUDENT: Thank you for your answer.
|






