The ‘perfuming of a scorpion’, referred to by the great Sufi teacher Bahaudin Naqshband of Bukhara, symbolises hypocrisy and self-deception: both in the individual and in institutions.
In A Perfumed Scorpion, Idries Shah directs attention to both the perfume and the scorpion – the overlay and the reality – bringing into focus the conditioned behaviour and self-deception that are common in Western minds.
Crammed with illustrative anecdotes from contemporary life, the book is nonetheless rooted in the teaching patterns of Rumi, Hafiz, Jami, and many other great Eastern sages. It deals with the need to break loose from old mental habits, in order to pursue a path to self-development based on clarity and sincerity.
Using the powerful wisdom of the classical masters, A Perfumed Scorpion blends a fast-paced look at today's world with the timeless teachings of the Sufis.
I Sufi Education
Monitoring by the teacher maintains progress
Barriers to learning
Indirect teaching
Overdoing things can be poisonous . . .
Finding further ranges in jokes
Negative and positive operation
Human completion or psychotherapy?
Sufism learned by means of itself
Cult-formation as an abnormality
Hemispheric brain-function
Transposition of concepts
Awareness of motivation
True and false teachers
Contemporary psychology
Consumerism in approaching knowledge
Limitations of working with derivative material
How not to learn
The circuses
Teachership is function, not appearance
The example of Christianity
Modifications through imagination
Sufi analysis of education
Who would admit to ignorance?
The aim
Flexibilit
Assumptions and points of view
Sequential and holistic thought
Narratives
Shifting of attention
Basis of Sufi theory and practice
Energetic attention
Supersession exercises
Anonymity of the Sufi
Harmonisation
Imagination
Rites, beliefs, practices
The evil eye
The desire matched by the means
The three approaches
Two ways . . .
The false student learns his falsity
‘Come back in three years’
Examining assumptions
The untaught and the wrongly taught
The wise man and foolishness
‘Chaotic’ literature
Discontinuity
The visitor from space
II On the Nature of Sufi Knowledge
The disciple who became a teacher
Monitoring and fresh adaptation
Teaching versus entertaining
The right to be served, not the right to demand
Seeing and understanding
The quality of understanding
Learning problems inherent in cultural priorities
The purr and the snore
Proliferation of externals
A school and a leaven
Perceiving the imitators
Seeing and knowing
The relative as a channel to the true
Advantages for Sufi knowledge
III The Path and the Duties and Techniques
Three capacities: ghazzali
The ten duties of the student
The stations and the states
Tale of the amazing experiences
The conditions of the human self
The invisible teacher
The Eleven Rules of the Naqshbandiyya (Masters of the Design)
Beard, cloak and rosary
The Five Subtleties
What the teacher knows
Wonders and miracles
A flowerless garden
Going faster . . .
IV The Teaching Story – 1
Time and pomegranates
Abolition of impact
Analogical teaching
Nutrition from the container
‘Innermost’ feelings
Stealing advice
The symptoms
The camelman and the plastic
Fish out of water
What he was trying to do
Doing your own thing
Why didn’t you say?
The tales as structures
The secret protecting itself
A meaning of silence
A different kind of disciple
The testing function
Nasrudin
Putting in and taking out
The lion who saw his face in the water
Panacea
Admit one . . .
Moths
Reserved
What to see
Sure remedy
Unanimous
V The Teaching Story – 2
Pattern-seeking
Didactic prevents understanding
VI A Framework for New Knowledge . . .
The fruit of the tree
Community assumptions
Exclusion of possibilities
Science and reality
New learning from the past
Observance versus knowledge
Simplification
How, when and with whom
Themes and cultural context
Above the skies . . .
Higher concepts
Interplay
The shock element
Imitation Sufis
History and the Sufis
Evolutionary religion
Literalists and perceptives
Versatility of Sufism
The approach to knowledge
Desire to teach is disabling
Attunement
Rationalisation
The natural and the supernatural method
Bribery
Deep and shallow questions
Efficiency of institutions
The mystic shrine
VII Involvement in Sufi Study
The Path
The Western Seeker
Do the ignorant understand the wise?
Two kinds of Sufi groups
Greed and aspiration
The balanced egg
‘Come back in three years’
Importance of the organisation
Similarity of this approach to other formulations
Other ‘higher consciousness’ groupings
Random adoption of ‘teachings’
Pattern of the sufi enterprise
VIII Conclusion
Some Further Reading
Idries Shah was born in India in 1924 into an aristocratic Afghan family. He was an author and teacher in the Sufi tradition and is considered one of the leading thinkers of the 20th century.
Shah devoted his life to collecting, translating and adapting key works of Sufi classical literature for the needs of the West. Called by some 'practical philosophy' - these works represent centuries of Sufi and Islamic thought aimed at developing human potential. His best-known works include the seminal book The Sufis, several collections of teaching stories featuring the ‘wise fool’ Nasrudin, Reflections and Knowing How to Know.
Shah's corpus - over three dozen books on topics ranging from psychology and spirituality to travelogues and cultural studies - have been translated into two dozen languages and have sold millions of copies around the world. They are regarded as an important bridge between the cultures of East and West.
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