Spiritual discipline

Discipline implies discipleship, being the follower of a teacher and being prepared to learn. The quest for spiritual development has shown that to achieve progress it is normally necessary to follow a teaching, a set of values, a guide or a teacher and to practice some specific set of rules. Among the numerous paths available one must be chosen and adhered to as the [way]

, this term being used in many traditions (eg. Tao). As one's behaviour and attitudes are organized according to the discipline, the way will lead to a specific goal of development. Paradoxically, it is by strict adherence to such discipline that true freedom is experienced. Every discipline has its corresponding freedom.[Heteronomous discipline]

implies an external authority. The disciple may act in obedience to a teacher actually present and near at hand, for example a ch'an Buddhist master; or he may learn from the experience of another disciple who is further along the spiritual path, as from a Jewish rabbi, Buddhist arhat or Sufi master. In either case the disciple will follow duties appropriate to his spiritual position or progress on the path.

[Autonomous discipline]

Here the teacher is not external to the seeker but deep within him, an inner wisdom that must be discovered. This is typified in the path followed by Siddhartha Gautama and his development as Buddha; he himself did not wish the role of master but recommended observance of his teachings - the eightfold path - for their own sake and not from loyalty to him.

[Interactive discipline]

Here there is interaction between external traditions or structures and the seeker's internal authority which responds to and is given form by the external teaching. Such discipline is typical of the artist producing a work of art in accordance with the rules of the medium he is using but in response to an inner will which arises in the state of complete attention. In the Japanese tradition, interactive discipline is said to lead to satori which arises in carrying out the simplest everyday activity.

In practice, none of these three methods tends to be exclusive and each contains some aspects of the other two.

Disciplines may have a number of qualities. [Ecstatic discipline]

tends to culminate in an an "out of body" experience in which the seeker is no longer limited by time and space, often as a result of ascetic practices. An example is the vision quest of North American Indians. [Constructive discipline]

builds on desirable characteristics by faithful imitation of an ideal model. [Discipline of the body]

, as in Christian monastic and Yogic ascetic traditions, emphasizes control of the physical body to free the mind of distractions of the senses. [Discipline of the mind]

likewise frees the disciple from being carried away by thoughts, whether in the "not this, not this" of Vedic tradition or the "via negativa" of Christianity. [Discipline of the heart]

is based upon the "bhakti" of the vedas, the charity of Christianity, the divine love exemplified in the Judaic Song of Songs. [Discipline of enduring relationships]

is based on maintenance of proper relations and the social structure as a sacred duty, exemplified in the Jewish laws and in the caste system of India.

Self discipline is said to be best practised in conjunction with normal life and the transformation effected should be seen in ordinary relationships. Nor should it be enacted with a long face, as the freedom to be obtained is a cause for joy. A stumbling block arises when the disciple is to carry out discipline through the will alone, when success leads to worship of the will. There is also a danger of treating a discipline as law, with pride and fear as results. Spiritual discipline is only of value if it results in bringing a person to God and the granting of liberation. The inner change effected by continued discipline without self congratulation on results is then an act of grace.