This blog is an interpretation of the Tao te Ching "Tao Virtue Book" which is attributed to Laozi "Lao Tze" a Chinese philosopher who lived circa 600 b.c.





Please remember always that this is the description of the Tao and not the experience of the living Tao. Hopefully, this blog will not serve as analysis or commentary but as a window into the Tao. You are encouraged to disagree with this interpretation, involve yourself in self-study, and ultimately leave all concepts behind and so experience the living Tao.





Showing posts with label understanding.. Show all posts
Showing posts with label understanding.. Show all posts

Tuesday, January 31, 2012

The Tao te Ching Chapter 39: Keeping The Self Healthy

It has been said of old, only those who attain unity attain self-hood. . . .

Heaven attained unity and thereby is space. Earth attained unity, thereby it is solid. Spirit attained unity, thereby it became mind. Valleys attained unity, therefore rivers flow down them. All things have unity and thereby have life. Princes and kings as they attain unity become standards of conduct for the nation. And the highest unity is that which produces unity.

If heaven were not space it might crack, if earth were not solid it might bend. If spirits were not unified into mind they might vanish, if valleys were not adapted to rivers they would be parched. Everything if it were not for life would burn up. Even princes and kings if they overestimate themselves and cease to be standards will presumably fall.

Therefore nobles find their roots among the commoners; the high is always founded upon the low. The reason why princes and kings speak of themselves as orphans, inferiors and unworthy, is because they recognize that their roots run down to the common life; is it not so?

If a carriage goes to pieces it is no longer a carriage, its unity is gone.

A true self-hood does not desire to be overvalued as a gem, nor to be undervalued as a mere stone.

Tao te Ching Chapter 39


Interpretation:

This chapter turns the issue of balance into to look at the individual.  How do we with all of life's stress and change  maintain a healthy sense of who we are?

The author's  answer lies in the issue of balance.

The first stanza may be seen as saying that each of the names objects, space, mind, etc. does not stand as a single object but is a unification of several components together.

The second stanza goes on to observe that this union creates the properties of the objects.  So, for example, if the unity of Earth is disturbed, as for example by heating the rock until it become lava, then it is no longer suitable for walking on.  The disturbance of its unity has made it both too hot and too liquid to useful in the ways we find Earth useful.  

The third stanza repeats a caution heard time and again int the Tao te Ching, high and low, good and bad, create each other.  In this context this may be taken to mean that the balance of union is to be found in the place that is neither high nor low.

The fourth stanza, though very short, is one of this blogger's very favorites.  "If a carriage goes to pieces, it is no longer a carriage.  Looked at in depth, this line shows us that a car is only a car because we perceive this union of metal an rubber as a car.   If we change the state enough, we will cease to see it as a car.  It will have lost the balance.  The question rises, is a possible for anything to be in an of itself, or do we only ever perceive unions of objects in transition?  This is the key to the Buddha's teaching on interdependent origination.  Interesting that it is mirrored here.  Can you think of other places this teaching exists?

The final stanza is a small bit of an adjustment from earlier chapters.  Having earlier repeated many times that the ego dangerously overestimates the self, this stanza brings that view into balance with the comment that we should also not consider ourselves to only be a stone.  

Sunday, December 25, 2011

Understanding the Tao te Ching Chapter 2: The Nature of Duality

We will use James Legg's translation of this chapter:

2.

All in the world know the beauty of the beautiful, and in doing this they have (the idea of) what ugliness is; they all know the skill of the skilful, and in doing this they have (the idea of) what the want of skill is.


So it is that existence and non-existence give birth the one to (the idea of) the other; that difficulty and ease produce the one (the idea of) the other; that length and shortness fashion out the one the figure of the other; that (the ideas of) height and lowness arise from the contrast of the one with the other; that the musical notes and tones become harmonious through the relation of one with another; and that being before and behind give the idea of one following another.



Therefore the sage manages affairs without doing anything, and conveys his instructions without the use of speech.All things spring up, and there is not one which declines to show itself; they grow, and there is no claim made for their ownership; they go through their processes, and there is no expectation (of a reward for the results). The work is accomplished, and there is no resting in it (as an achievement).
The work is done, but how no one can see;

'Tis this that makes the power not cease to be.

Note:  James Legg sometimes chose to use rhyming verse in his translation of the Tao.  This is his device and is not found in the underlying Chinese text.

Tao Te Ching Chapter 2



Interpretation:

This verse pursues a single idea through the first two verses then describes its application in the third verse.

Verses one and two explore the idea that we live in a world of opposites.  Tall goes with short, right with wrong, etc.  The danger it warns of is that you can't actually have one of these without the other.  Instance on food that tastes good begets conversation about food that tastes bad.  Therefor, there is always conflict in dualistic thinking.  Modern American Schools provide an interesting example of this issue.  face problems from this type of thinking daily.  Their goal is to prepare all children for the future and grow the self-esteem of all.  If, however, they they create situations where one, or only a small number of children can be the winner, the science fair, for example, then they have created an environment where many children must perceive themselves as the losers.  A curious problem indeed!  The solution that many schools have begun to embrace is the celebration of participation and effort rather than of competition.  If all children are praised for their participation, then there is no duailism created.

Stanza three gives a daoist solution to the problem.  By acting only when action is natural and unforced, and requesting no praise for their action, the taoist avoids having been, better or worse, or right or wrong.  The action was taken when the time for action arrived.  Then the action was forgotten.  In this way one may move with the Tao without creating duality.