Significance of Master-disciple relationship
In Vaishnavism, the master-disciple relationship highlights a hierarchical bond between the teacher, often seen as the Lord, and the student, referred to as the Alvar. This relationship is characterized by a unique dynamic where the traditional roles may reverse during discourse, emphasizing the deep connection and spiritual journey shared between the master and the disciple. Such interactions underscore the importance of mentorship and guidance in the spiritual practices within this tradition.
Synonyms: Guru-disciple relationship, Teacher-student relationship, Mentor-mentee relationship
The below excerpts are indicatory and do represent direct quotations or translations. It is your responsibility to fact check each reference.
Buddhist concept of 'Master-disciple relationship'
In Buddhism, the master-disciple bond is crucial for knowledge and text transmission. It's exemplified by Sosho and Shozen, who practiced copying texts together. This relationship ensures the preservation and continuation of Buddhist teachings through generations.
From: Hualin International Journal of Buddhist Studies
(1) This relationship is a key element in the transmission of texts and knowledge, as seen in the example of Sosho and his disciple, Shozen, and their shared practice of copying texts.[1]
Hindu concept of 'Master-disciple relationship'
The Master-disciple relationship in Hinduism signifies a hierarchical connection where the teacher (Lord) and student (Alvar) engage in a dynamic exchange, suggesting that roles can shift during their spiritual discourse and learning process.
From: Tiruvaymoli (Thiruvaimozhi): English translation
(1) The hierarchical bond between the teacher (Lord) and student (Alvar), hinting at a reversal in roles during the discourse.[2]
The concept of Master-disciple relationship in local and regional sources
The master-disciple relationship is a traditional pedagogical approach where a master imparts knowledge to a disciple, adapting over time to meet the demands of evolving clinical environments and contemporary educational needs.
From: History of Science in South Asia
(1) This describes the traditional method of teaching where a master instructs a disciple. It redefines itself in light of changing clinical contexts.[3]