Obsession and Breasts, Rumi, Toltec & Tantric Warriors, The 2nd Attention, Tutelaries, 3/28/24

Описание: Mentioned Reading:
A Separate Reality https://a.co/d/geoMXsa
Journey to Ixtlan: The Lessons of Don Juan https://a.co/d/bzT1BDd
The Flower Ornament Scripture: A Translation of the Avatamsaka Sutra https://a.co/d/33wCBUD
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In this video, dr.a discusses obsessive thinking, Toltec wisdom (including the three attentions), and the function of tutelaries in Tantric Buddhism.

00:00 Obsessive Thinking, Petty Tyrants, & Evolution

7:10 Desire & The Six Paramitas

16:00 Carlos Castañeda’s A Separate Reality: Controlled Folly & Seeing

26:19 Does what happens in dreams matter?

28:47 Toltec Attentions: First, Second, & Third

32:25 Tantra, Tutelaries, & Second Attention

50:58 Toltec Attentions Revisited
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This video has been made available for informational and educational purposes only. It does NOT provide medical services or professional counseling. It is NOT intended to be a substitute for professional medical advice, diagnosis, or treatment. NEVER disregard professional medical advice or delay in seeking it because of something you have read or seen in this video.

All participants are informed of the public, non-medical, non-psychiatric nature of the content and have expressly agreed to share their story.

Please feel free to like, comment your thoughts and questions, and share with others who you think could benefit from this video.

To know more, you can visit dr.a on X and on his website:

Twitter:   / davidarredondo  
Website: https://matrixofmind.org/
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The following synopsis of the video is provided by Claude AI and may contain omissions or errors:

The transcript features a conversation between a learner and a teacher, discussing the role of adversity and obsessive thinking in personal growth. The teacher explains that, according to the Toltec tradition, a warrior cannot develop mental strength without facing opponents or "petty tyrants." The learner inquires about the origin of rumination, even when one knows it's not helpful. In response, the teacher draws parallels to a baby's ambivalent relationship with the breast, as well as the possessive nature of toddlers. The teacher then delves into the idea that humans are caught between their animal nature and evolving consciousness, referencing the 13th-century Sufi poet Rumi's concept of evolution from mineral to plant, animal, and eventually angelic form. The conversation concludes with the learner mentioning the topic of addiction for further discussion.

The discussion continues with the learner sharing their experience of overcoming food cravings by realizing that every action, even those driven by pleasure, has a cost. The teacher illustrates the importance of discipline through a story about his dog, Lobo, who was trained to resist temptation and wait for permission to eat. The learner acknowledges that their newfound realization has made it easier to follow through on their goals without much effort, as the insight has become ingrained. The teacher emphasizes the importance of cultivating discipline, patience, and insight, drawing parallels to the Buddhist concept of the Six Paramitas and the Toltec tradition's Five Rules. The conversation then delves into the interplay between these qualities.

The discussion continues with the learner inquiring about the concept of "controlled folly" as described in Carlos Castaneda's book "A Separate Reality." The teacher clarifies that seeing is more complex than intense looking and involves another vital element. He explains that controlled folly is a way of being in the world where one helps others despite knowing the apparent futility of the situation, drawing parallels to historical events and personal acts of heroism. The learner relates controlled folly to acting without attachment, as the warrior's nature dictates. The conversation then touches on the idea that nothing matters to a warrior, with the teacher using the analogy of a dream to illustrate that while things may seem to matter within the dream, upon waking, one realizes their insignificance in the realm of reality.

The discussion continues with the learner inquiring about the difference between first, second, and third attention in the Toltec tradition. The teacher explains that everything one can name is an object in the first attention, while the second attention encompasses everything else, and the third attention is vastly different from both. The teacher suggests that using a tutelary deity in tantric practices can help access the second attention, but cautions against getting lost in it without being grounded. The conversation then delves into the learner's experiences with visualizing and embodying the qualities of Hindu deities like Krishna and Rama, with the teacher emphasizing the importance of emulating their attributes rather than merely worshiping them.