By Syed Hasan Askari from “Alone to Alone” published 1991.
It was during my travels in Colorado, Arizona and Utah that I was for the first time exposed to the mysteries of the Native American spirituality. I was then enabled to feel more vividly the reality of a spiritual universe which the Native American experienced all around him. For him things seen were as much mysterious as things unseen. Perception of the ordinary was mingled with visions from the beyond. Hence, he could pass from this world to the next with great ease. Death rested light like an eagle feather upon his mind, and life, all life, was a trail of a world that was ceaselessly passing into spirit.
The Native American would withdraw for days in complete loneliness, abstaining from all food and drink, waiting to receive a vision. He was not the maker of visions. He was just a recipient. All his preparation was to purify himself and to turn himself into a clean and empty cup into which a vision could be poured from above.
It appears we have lost the capacity to prepare for such an undertaking. We have even corrupted the very word, vision, at times beyond recovery.
Our visions end up in ideologies, repressive regimes, and lead up to deeper enslavement of the human spirit. We create nightmares out of our visions. Look at the fate of great ideas in religions as well as the secular life of the so-called advanced cultures. We no longer believe in the native, in the inherent and in the inalienable capacity in each one of us to aspire to a vision, strictly personal and yet of extraordinary significance for our relations with others.
We try with all the strength at our disposal to abolish from within our educational system every possibility of a visionary perspective. Our education rests on a systematic emptying of such subjective resources. We end up as slaves of an anonymous body of knowledge with which we do not have any personal relationship whatsoever. Most of us experience total exhaustion and emptiness at the end of our academic career. There remains no possibility of our intellectual discipline and all the effort that goes with it leading to a deeply felt experience of the knowledge we have tried so hard to gather.
We could have made our classroom a pathway to personal experience, our teaching an aid to expect a vision at the end of our intellectual journey. Once upon a time it was so easy, so natural. The teaching then was interwoven with a visionary preparation. We now, on the contrary, move from procedure to procedure, from methodology to methodology, from one school of thought to another. We erect insurmountable barriers between our native spontaneity as seekers of visions and our consciously acquired knowledge. We have lost the unspeakable art of forming a unity of both, wherein a rigorous intellectual discipline brings the scholar to that threshold where a vision bursts upon him with both suddenness and peace, when he as a thinker is turned in to a seer.
There are still a few teachers amidst us whose words invoke in us not only great meanings but also great vision. There comes a moment in our lives when a word becomes a vision, and a vision becomes a word, a living word.
*see also on this site, by the same author, “The Limit is the Threshold.”