Master and disciple in Konjaku Monogatari-shū

The paper considers the theme of tutorship, which is one of the cross-cutting issues in Konjaku Monogatari-shū, a 12^th century collection of setsuwa didactic tales. The authors reveal what types of tales are chosen for the collection and in which manner they are recited, from the legends about Buddha Shakyamuni himself to the stories of common laity skilled in some art. Buddha Shakyamuni himself, the teacher of all teachers, also studies, and, at the same time, his teachers act as his students, which shows the continuity and infinity of the chain of interdependent emergence of things. Buddha sets an example for all other teachers in that his whole life is mentoring. He helps everyone with whom he interacts to get rid of illusions, even in those moments when he is not directly interpreting his teachings. In all tales, the relations of a master and his disciple are seen as conditioned by the law of retribution, they are very close and intimate; the two people must be congenial in talents and needs to be in such relations, be it in the area of transmitting the Buddhist Law, or merely training in some art. The theme of continuity of tradition, transmission of Buddha’s teaching is very important for Konjaku. It is discussed from different points of view in all three sections of collection – the Indian, Chinese, and Japanese ones. The timeless chain of masters and disciples is formed, and every participant – a link of this chain – should be ready to receive the Law, to become a disciple and, in time, a master. Following the pattern set by Buddha, in some tales, a master and a disciple can exchange their roles, in other ones, the disciple is not a person, but a whole nation. There are also stories about a supernatural being, for instance, a ghost or a god, becoming a teacher. In some cases, the disciple is a character assigned to display wisdom of his master. The ways in which wisdom is imparted can also vary widely, with some stories specifically emphasizing the unexpected actions of mentors, through which their students experience first-hand what they had previously been unable to understand through the efforts of mind. Personal aspects of master–disciple communication are also examined in Konjaku, and examples of bad relationships are provided as well.

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