What is Nonduality
Click here for Ramana Maharsh's Death experience and Yoga Nidra
Click here to Experience Nonduality | Nondualism via Yoga Nidra
Starting February 1, 2018, Nonduality.com will operated by James Traverse.
Click here to go to the next issue
Highlights Home Page | Receive the Nonduality Highlights each day
How to submit material to the Highlights
#3154 - Friday, May 2, 2008 - Editor: Jerry Katz
Nonduality Highlights - http://groups.yahoo.com/group/NDhighlights
The following is from my new blog at http://nonduality.org. A couple of the writings in the blog also appear in the Highlights, but most of them will never see the Highlights.
Photo: unprofessional photo by jerry katz. The book is 81/2 x 11, very attractively designed and packaged by Lulu.com like a precious piece of delicate electronics. I have never seen a book so securely packaged. When I received it, I didn't even think it was a book. I though someone had sent me a Mac Air, or something.
Nondualism & Educational Drama and Theatre: A Perspective for Transformative Training
Dr. Kriben Pillay has published a new book: Nondualism & Educational Drama and Theatre: A Perspective for Transformative Training. I have known Kriben since I first came online in 1998. Prior to that time he had started a nonduality journal called Noumenon, which he still publishes. His publishing efforts and objectives inspired the direction of my online work.
Dr. Pillay lives and works in education in South Africa. He is an activist opening the door and leading people into the room of nondualism. Its never easy. I hope that if you have an interest in both education and nondualism, as well as human freedom and creativity, that you will investigate this work.
Very brief excerpt:
The scope of this study is encapsulated in the following three questions:
1. In what way does nondualism as critical theory bring about greater theoretical precision to the practice of educational drama and theatre?
2. Can the experiential dimension of nondualism radically extend the practice of educational drama and theatre?
3. Can educational drama and theatre be used as a tool in effecting the traditional, ontological concerns of the experiential dimension of nondualism?
Heres another excerpt that gives some perspective to the treatment of nondualism itself.
Nondualism will be explored within the concept of multivalence, in contrast to much of Western thinking that is built up on binary oppositions or bivalence. Much of our education, even in the arts, is bound to a mind-set that sees the world in terms of this or that, black or white. Nondualism is concerned with a world as a continuum where the finality of binary opposites makes way for the relativity of multivalent perspective.
Dr. Pillay notes that the field of educational drama and theatre has come under threat, especially in Britain. Underlying this is the sense of comfort and security people feel when they view the world as black and white, rather than in grey, even if such a view is, in a creative and freely human sense, crippling.
Read the Table of Contents of Nondualism & Educational Drama and Theatre: A Perspective for Transformative Training at www.lulu.com/content/1994623. You may also order the book there.
Please forward this email to anyone you know who is interested in both education and nonduality.
Here is a portion of the Preface to the book, which isn't included in the blog entry:
Nondualism, as a philosophical world-view, in essence sees the traditional dichotomy of subject and object as false, although it accords it a relative place in our perception of reality. Increasingly, supported by the insights of theoretical physics and that branch of mathematics known as fuzzy logic, it is emerging as a critical tool in a number of disciplines (although not always referred to formally as nondualism), because it allows the confounding problems presented by subject-object discourse and experience to be seen in a radically different way, thus allowing for such problems to be resolved through more practical solutions. It is not within the scope of this thesis to detail the full history of nondualism as a critical tool, but to explore its potential value in making more productive the discipline of educational drama and theatre.
Nondualism will be explored within the concept of multivalence, in contrast to much of western thinking that is built up on binary oppositions or bivalence. Much of our education, even in the arts, is bound to a mind-set that sees the world in terms of this or that, black or white. Nondualism is concerned with the world as a continuum where the finality of binary opposites makes way for the relativity of the multivalent perspective.
Educational drama and theatre, as displayed by its pioneering practitioners, is also intuitively about multivalence, but this is largely hidden by theoretical imprecision where ambivalence is equated with multivalence; a problem compounded by educational systems and world-views unconsciously, if not consciously, forcing a culture of bivalence. This study will argue that nondualism provides an intellectual platform that allows for greater theoretical precision, which in turn will have positive consequences for the clearer practice of educational drama and theatre.
Further, the study will look at the experiential dimension of nondualism, which, traditionally in spiritual practice, has always been oriented towards a change of the ontological perspective. It will be argued that an application of this experiential dimension to the context of educational drama and theatre will release the latter from its sometimes contradictory and self-limiting uses, for a more powerful incorporation into educational initiatives that are oriented towards multivalence. Drama and theatre techniques, such as role-play, will be critiqued to show that they are already being used within a psychological, therapeutic framework, and are thus appropriately suited to the experiential, ontological dimension of nondualism. In this way, educational drama and theatre can match the strides taken by the multivalent discipline of fuzzy logic in the mathematical sciences, where the advances of the latter have not just been confined to theoretical speculation but to very practical applications in the applied sciences. Similarly, a new world of empowerment is available to educational drama and theatre when it begins to explore itself more emphatically as a multivalent tool with the potential to feed back into the traditional, ontological concerns of nondualism.
From the two views of nondualismas both a critical tool and an experiential techniqueit will thus be demonstrated that far from being an exotic, impractical philosophical system of thought, the nondual perspective, if approached rigorously, has much to offer practitioners of educational drama and theatre.
And here's another excerpt from the books which demonstrates that the Pillay's work is grounded in the teaching of sages. It is part of an interview between Kriben Pillay and Douglas Harding:
KP: There is a kind of paradox, isnt there, that one has to practise to be what one is naturally?
DH: Yeswell you practise to really get rid of the illusionnot to achieve the Reality.
KP: Yes, that is a very important point, because in the spiritual supermarket that has mushroomed over the last 20-25 years, there seems to be a constant movement to achieve some extraordinary state, and youre directly the opposite. Would you not say that were really practising only to remove the illusion?
DH: Thats right. All of us are living from this. Ramana kept saying everyones living from thiseveryones enlightened. Everyone is firmly stationedwhere else could they be but in natural natureand the only difference between himself and others is that he enjoyed it and others ignored it. Its not any different at allexcept in that.
KP: But you would not deny that certain disciplines, if practised arduously at great sacrifice, can lead to fairly extraordinary experiences, but theyre simply experiences, and we are over-looking the experiencer?
DH: Oh yes, indeed, and one of the traps, one of the side diversions of this whole thing, is at a certain stage to cultivate the siddhis, powers, that do come with the seeing of who one is and they do come. And its different for different people. Some people get a good old helping, others dont. But thats one of the snags, one of the diversions, and its a very serious one.
KP: And perhaps because its simply just that, an experienceno matter how extraordinary it isits what prompts those who have these to don some fancy clothing and set themselves up on a pedestal.
DH: I think that in some cases, yesand it is to get power over others and this is the criterion, really. I mean, am I out to get power over people? And one of the ways to doing it is to claim that ones special and dress up in special way and put on holy airs and so forth. I think this is such a pity.
DH: My response is a very simple one. The mind is made up of problems. The problem-free mind is a contradiction in terms.
KP: The mind is a problem.
DH: Thats a problem. I mean, here I have mind-body, here my universe and my mind are togetherthey really are together and they run on problems. This is a very good diagram. I have a negative, sinister hand and a positive one, and see where they are coming from here [pointing inwards] which is problem-free. But out there are all problems. I dreamt last nightCatherine had to wake me upI had this vivid dream, it wasnt a nightmare, but it was a vivid dream and Catherine had to wake me up because I disturbed herand I really had quite a dream last night. A very complicated one and Im not a bit surprised. I mean theres the mind having problems. And this fallacy of misplaced perfection, to think you can clear up the mind, is absolutely ridiculous. The mind is like that.
But, I would say that this seeing who I really,
really amI havent been the most wonderful
practitionerbut this has been my aim through the last half
centurya really long timeand I would say that theres
no effort to be clear hereits with me and sometimes
vividly and sometimes not. But the idea that
DH: No, I dont. It depends on the nature of the problem, on why youre going to the therapist. I mean I break my leg, I go to an orthopaedic surgeon, and if I have a phobiawell there it is, this problemhopefully the therapist might be able to do something right there. But Id say, have a go firstreally, really dedicate yourself to the truth of who you areand I think the chances of your needing psychotherapy are very, very small. .
Read the Table of Contents of Nondualism & Educational Drama and Theatre: A Perspective for Transformative Training at www.lulu.com/content/1994623. You may also order the book there. As I noted earlier, Lulu.com does a superb job of packaging and shipping books. My book arrived in Canada in perfect condition. Please forward this page to anyone interested in nondualism and who works in the field of education.
top of page