Meditation Method – From “New Research on Current Philosophical System

I received this today from Dr Stewart Bitkoff, enjoy

Meditation Method

After following indications of the theoretical dynamic behind traditionalistic meditation activity, it was when I was studying with Gulbaz Khan of Kalat (Baluchistant) that I came across what might be termed a developed theory of pupil-teacher meditation. 

This is attributed to the remotest antiquity; though why it should be claimed that it was practiced by ‘Noah, Joseph, Jesus, Elias and Salman the Persian’ especially, I cannot say.  In summary, the theory holds that there is a certain element in the human being which strives toward perfection. 

This element (Nafs-i-Haqiqa = the True Being) will attach itself to anything-men, objects, ideas- in the hope of finding some conductor which will bring it to ‘maturity’ (Pukhtagi).  When it comes into contact with a correct source of conduction- a teacher, it feeds itself for a time on his knowledge.  This is the phase of attachment to a teacher.  If the teacher accepts the pupil, he will first of all teach interchange concentration exercises.  In these the mutual bond is strengthened. 

The next step is for the teacher to induce students to interchange with one another, which they do by meeting regularly and all taking an interest in some common theme.  They may think they are learning something from that theme.  In fact, they are becoming attuned to one another.  Next comes the phase in which pupils are able to spend some time, at will, interchanging with the teacher and with one another.  When this stage has been reached, they have attained a form of directing capacity over their spiritual life.

The next form of meditation is when different subjects of meditation are given to each student.  Now each has three types of practice.  After that comes the succession of meditation.  The whole community following signals from the teacher or his deputy (Khalifa) first collect themselves, then meditate upon themselves, then upon the teacher, then upon an object or idea, then upon the private objects or ideas.

In this way, it is believed by the mystics of the Chisti, Qadiri and other schools, the human capacity for connection with superior cognition is practices and brought to fruition.

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The writer, Mir S Khan, is of nomadic extraction.  He has made sociological studies of the Berbers and Afghan Kochis and is a member of several Sufi Orders.

From “New Research on Current Philosophical Systems.”

This piece appears in Robert Cecil, Richard Rieu, David Wade, The King’s Son, The Octagon Press for The Institute for Cultural Research, 1981, London, pgs. 152-153.