using the arrow buttons.
by clicking on the page.
the page around when zoomed in by dragging it.
the zoom using the slider when zoomed-in.
by clicking on the zoomed-in page.
by entering text in the search field, and select "This Issue" or "All Issues"
by clicking on thumbnails to select pages, and then press the print button.
displays sections with thumbnails and descriptions.
displays a slider of thumbnails. Click on a page to jump.
allows you to browse the full archive.
about your subscription?
Buddhadharma : Spring 2014
SPRING 2014 BUDDHADHARMA: THE PRACTITIONER’S QUARTERLY 41 (LEFT—RIGHT):JENNIFERBRINKMAN,MARIONYAKOUSHKIN,MARGOTDUANE been on the student side for so long, I always tell them to expect a couple of things. One is that this relationship will inevitably produce disappointment—which is a good thing—and that a teacher should offer both challenge and a place of safety. The relationship can’t just be warm and fuzzy, and it can’t just be chal- lenging and scary; it has to combine these two experiences. BUDDHADHARMA: This raises an important point. As we know, in any relationship, after a while the bloom can start to fade. When this happens in a student-teacher relationship, how do we know if it’s simply a phase or if it’s a sign of bigger problems? MARK POWER: I wouldn’t say it can fade; I would say it does fade. All relationships have their seasons. At the risk of sounding cliché, I think the teacher-student relationship in the Vajrayana tradition is a lot like a marriage. There is openhearted love at the beginning, then the relationship starts to get more and more gritty. When that happens, students tend to experience disappointment and some- times feel a sense of failure. It can be hard to know whether that failure is indicative of real problems or is a necessary abrading of what is extra to our practice, a letting go of ways of being that we are so fond of. I have found that two things are especially impor- tant at this point: one is unconditional kind- ness toward ourselves, being willing to honor our experience, and the other is resilience in our faith in our teacher and tradition. This is not an unquestioning faith but a willing- ness to continue to practice letting go of fixed concepts about what may be happening. If we can remain open, it will become clear whether a rocky period means we’re in a bad relation- ship or we’re progressing on the path. SALLIE JIKO TISDALE: I agree that the relation- ship does feel like a marriage. My teacher has variously been a surrogate father, a close friend, a travel partner, and a distant cousin PHOTO | LAMA ZOPA RINPOCHE Lama Thubten Yeshe and Nicholas Ribush, Nepal, May 1973