Maya’s Guidance for Gotami

A Dharma song from the Cambodian Dharma song tradition,
translated and performed by Trent Walker
The Buddha's mother and his adoptive mother holding him, from a mural by Somabandu Vidyapathi, Bellanwila Raja Maha Viharaya, Sri Lanka

Preface

According to received biographies of the Buddha, his mother, Maya, died shortly after giving birth to him, and he was subsequently raised by her sister, Mahapajapati Gotami, who later would become the first Buddhist nun.
While the lyrics of this Cambodian Dharma song assume this tragic context, they actually highlight the relationship between the Buddha’s birth mother and his adoptive mother. Performed with a graceful, flowing melody, this song lets us hear the voice of Maya on her deathbed, exhorting her younger sister to care for the seven-day-old Buddha as her own child.
The fourth and fifth stanzas of the song include references to the canonical Pali phrase for the Three Marks of Existence, “Aniccam Dukkham Anatta” (impermanence, suffering, and no-self), and to an epithet of the Buddha as “the refuge of gods and men.” Taken together with the third stanza, these stanzas ground this story of the emotional connections between two sisters in more general Buddhist teachings on death, the Three Marks of Existence, and the Buddha as a supreme refuge for all.

Little sister Gotami!

ហៃនាងគោតមីស្រីប្អូនអើយ

Hold to these words of guidance

ស្រីអើយនាងចាំបណ្តាំណា

I ask you now to receive

បងបានផ្តាំផ្តាច់លើកន្និដ្ឋា

Little sister, forgive me.

សូមប្អូនមេត្តាត្រាប្រណី។

  

Since giving birth to my son

បងបានចម្លងព្រះអយ្យបុត្រ

Only seven days have passed

កំណត់បានត្រឹម ៧ ថ្ងៃ

My life withers to nothing

នឹងសូន្យជីវិតចោលបុត្រថ្លៃ

As I pass on to the next world.

ក្សិណក្ស័យទៅកាន់លោកខាងមុខ ។

  

What can I do, when we are

ធ្វើម្តេចសង្ខារជីវ៉ាសត្វ

Born only to be destroyed?

កើតហើយតែងស្លាប់ខ្ចាត់បាត់អន្តរាយ

All humans and animals

រាល់រូបមនុស្សសត្វផងទាំងឡាយ

Die and decay by nature.

សុទ្ធតែបែកធ្លាយជាធម្មតា ។

  

Never lasting, never sure

មិនទៀងមិនទាត់មិនកំណត់

Life is as the Pali phrase

សឹងដូចមានបទបាលីថា

ANICCAM DUKKHAM ANATTA

អនិច្ចំ ទុក្ខំ អនត្តា

Little darling, you must know.

ចូរពៅពុំងានាងបានដឹង ។

  

Now as for me, dear sister

ចំណែករូបបងនេះប្អូនអើយ

Don’t worry, for death is sure;

ទៀងតែស្លាប់ហើយកុំរំពឹង

No more can I hold my son

ខាននៅរក្សាបុត្រព្រលឹង

The refuge of gods and men.

ដែលជាពំនឹងមនុស្សទេវតា ។

  

You who pity your sister,

ហេតុនេះចូរប្អូនស្ងួនពិសី

You, lovely girl, that is why

ដែលមានប្រណីដល់ជេដ្ឋា

I ask you to hug and hold

សូមថែបីបមថ្នមរក្សា

This motherless child of mine.

ឱរសកំព្រាឥតព្រះមេ ។

  

Nurse him and bathe his body

បំបៅហើយនាងលើកផ្ងូតទឹក

Attend to him day and night

ទាំងថ្ងៃយប់ព្រឹកកុំទំនេរ

Care for him like no other

ថែធួនរក្សាជាងអស់គេ

O my golden girl, don’t stop!

ណាស្រីមាសមេកុំឲ្យខាន ។



Resources for
Reflection

There are many ways to read a text, just as there are many ways to spend time with a good friend. Included here are a variety of resources for reading and reflection. They are like conversation-starters meant to facilitate an encounter between a reader or readers and a text.

Each of the activities can be used to read any one of the stories. Additionally, the same activity can be used to read the same story on separate occasions. If you are reading alone, treat the prompts as opportunities for individual reflection, journaling, or meditation. If you are reading in community, use the prompts as jumping-off points for group discussion.

Feel free to modify any activity based on your own interests and accessibility needs, or to create your own! 

Read through the text, either silently or aloud. Then, turn your mind to the experience you just had. What is memorable for you? What was especially moving or touching? Was there anything that you found yourself resisting or something that was particularly challenging? Do you have any lingering questions? If you have a religious or spiritual practice, do you have a sense of how the text might be of benefit to that practice?

In his introduction to Stirring and Stilling: A Liturgy of Cambodian Dharma Songs, Trent Walker quotes the female Cambodian lay priest Koet Ran as saying, “Dharma songs stir us and still us if we have affinity for the Dharma” (2011, 6).

In Buddhist teaching, “stirring” (Pāli: saṃvega) refers to an unsettling experience caused by the shock of impermanence. “Stilling” (Pāli: pasāda) is a settling of the mind or heart, a feeling of resolution, joy or equanimity.

Read through the text. Then, reflect: What stirs you? What stills you?

Further reading: Walker, Trent. 2011. Stirring and Stilling: A Liturgy of Cambodian Dharma Songs, http://www.stirringandstilling.org. 

Read through the text, either silently or aloud. Then, imagine yourself into the world of the text and tell the story, or a particular moment in the story, from a different point of view. You might focus on the viewpoint of a certain character, explore something that is not explained in the text itself, or re-tell the story in your own way. This activity can be done in written form (prose, poetry, script, interview, etc.), as an embodied practice (a play, a dance), or through any other medium. Be creative!

If you are working in a group, make space for each person to share what they have created, if they wish.

Afterwards, reflect on the activity as a whole. Was it difficult or easy? Was it similar or different from ways that you usually read? Did you gain any insights? Do you have any lingering questions? 

Read through the text, either silently or aloud. Then, formulate a question about something that takes place within the world of the text. You might focus on a moment that surprised you or on something that the text does not explain fully. For this activity, the best questions are ones that do not have clear answers but have a variety of possible answers.

Brainstorm possible answers to your question, taking time to contemplate how any given answer might shift your understanding of the story. If you are working in a group, take turns sharing your questions and offering possible answers or interpretations. 

Buddhist texts come to us from times long ago, but that doesn’t mean they can’t be put in conversation with our world today. In this activity, read one of the Buddhist stories alongside a contemporary work that addresses the topic of gender.

After exploring the contemporary work, summarize or discuss key insights or impressions. Then, read the Buddhist text with attention to the ideas that you just explored. Does anything jump out to you now as you read, perhaps that you hadn’t noticed before? Do you have lingering questions about how gender appears in the text, or about how the contemporary work relates to the Buddhist text?

Some suggestions for contemporary sources on gender:

For this activity, it can be helpful to listen to the text rather than to read it. You might listen to the recording or, if you are working in a group, invite one person to read the text aloud.

As you listen to the text, close your eyes (if you feel comfortable doing so) and imagine yourself into its world. Perhaps you imagine yourself as a particular person in the story, named or unnamed, or simply as an observer.

As the story unfolds, pay attention to your sensory experiences. What do you hear? What do you smell? What do you see? What can you touch, or taste? What information about this world can you gather through your senses?

Afterwards, share your experience with your group, or use your experience as a prompt for individual reflection. Then, consider the activity as a whole. Was it difficult or easy? Was it similar or different from ways that you usually read? Did you gain any insights? Do you have any lingering questions? 

Print out the text onto a piece of paper. Then, use scissors to cut out the individual lines so that each sentence or phrase is on its own slip of paper (in the case of longer texts, choose a shorter section for this activity). Place the slips of paper on a surface with the words facing down so that you cannot see what is written on them.

If you are working alone, choose three slips of paper and place them one below the other in the order you pulled them. If you are working in a group, invite each person to choose a slip, and then place them one below the other in the order they were pulled. If your group is large, you may want to split up into groups of three to five people for this activity.

Read your new text aloud three times or invite each person in the group to read it aloud in turn. Then, reflect on the meaning of your “found poem.” What jumps out at you when you focus on these particular lines? Does the order in which they appear suggest any new meanings? Does the poem invoke new questions, surprises, or delights?

If you are working in a large group, come back together and share your “found poems” with each other. 

Read through the text, either silently or aloud. Then, take some time to reflect on what you have learned from a character in the text, named or unnamed, and to draft an expression of appreciation or gratitude for that person. You might write a letter, a poem, or choose any other medium. Feel free to be creative!

If some guidance is helpful, the following three-part blessing is a place to start:

  1. An expression of thanks (i.e., “Mahaprajapati, thank you for…”)

  2. An acknowledgement (i.e., “You have taught me…”)

  3. A wish for the future (i.e., “May the world know your teachings.”)

If you are working in a group, allow time for each person to share their expression of gratitude, if they wish. 

This activity is best done in a group.

Invite someone in your group to read the text aloud. Then, as a group, choose a particular person in the story whose perspective you will focus on for the duration of the activity. If the story is long, you may also want to choose a particular moment to explore from this person’s point of view.

As a group, brainstorm a list of emotions that you think capture something about the experience of this person (emotions are words like: joyful, awed, grieved, tired, calm, etc.). If you have a whiteboard or large piece of paper, it is helpful to write the list down or to ensure in some other way that everyone in the group has access to the list.

Break up into small groups of three or four people. In your small group, choose one word from the list and create a “body sculpture” that illustrates that emotion in some way. The sculpture should not act out the story itself; it should be a creative or associative interpretation of the word. For example, if your group chose “joyful,” you might depict a scene where a person is picking up a loved one from an airport. Make sure that everyone who wants to participate is included in the sculpture. Each body can represent a person, an object (i.e., a suitcase), an energetic force (i.e., wind), or anything else that occurs to you. Be creative! Be silly! Have fun!

Come back to the larger group and invite a small group to share their “body sculpture.” Treat this sculpture as its own sacred text. Reflect together: What do you notice? What sensations or emotions arise in you when you observe the sculpture? What insights, opportunities, surprises, or questions does it inspire? How might you incorporate these insights into your understanding of the written text?

Allow space for each group to share their “body sculpture,” if they so wish, and to reflect together on their insights and opportunities for interpretation.

Finally, reflect on the activity as a whole. Was it difficult or easy? Was it similar or different from ways that you usually read? Did you gain any insights? Do you have any lingering questions?

Further reading:

Boal, Augusto. 1992. Games for Actors and Non-Actors. Rranslated by Adrian Jackson. London: Routledge.

Rue, Victoria. 2005. Acting Religious: Theatre as Pedagogy in Religious Studies. Cleveland: The Pilgrim Press. 

This activity brings two texts in conversation with each other. You might choose texts that you have read on other occasions so that you already have some familiarity with the stories, or you could use completely new stories.

Read through each of the two texts, either silently or aloud. Then, investigate: How do these texts relate to one another? Do they offer different insights into a particular person? Does one pick up the story where the other leaves off? Does one text make you interpret the other differently? Are the moments where the texts use similar language? What insights, questions or delights arise from their juxtaposition? 

Background
Resources

1. Gotami, a shorter name of Mahapajapati Gotami (in Sanskrit, Mahaprajapati Gautami). She was the younger sister of the Buddha’s birth mother, Maya, and raised him after the latter died shortly after his birth. Both sisters were married to Suddhodana, the Buddha’s father, and according to some sources their brother, Dandapani, was the father to the Buddha’s wife. Mahapajapati was also the first woman that the Buddha ordained and an effective leader of the first generation of Buddhist women.

2. Maya, the Buddha’s birth mother, also called Mahamaya. Received biographies of the Buddha depict the conception of the Buddha and his birth quite vividly in miraculous terms, and after her death, Maya is said to have been reborn in a heaven. Received biographies also say that at one point in his teaching career, the Buddha visited Maya in heaven and taught his mother personally the Abhidhamma (‘Higher Truth’) portion of his teachings. 

1. Anicca, in the Pali language, the impermanence of all things, animate and inanimate, found in the world.

2. Dukkha, in the Pali language, the inevitable suffering that characterizes all life in this world. A world characterized and shaped by dukkha is a world out of joint and can only be a world of dis-ease, stress, and suffering.

3. Anatta, in the Pali language, names the absence of anything enduring, such as a soul, in any form of life.

Every life has a beginning and an end. Birth would seem to be a part of life common to all lives, including the Buddha’s. The Buddha was born, of course, and he also died, but what is distinctive to him happened in between: his leaving home, his awakening, his first sermon, and so on. It may seem that those events are the most important parts of his life. Many of the biographies of the Buddha that we receive from different Buddhist traditions treat his birth in the same way as they treat those parts that are distinctive to his life. These received biographies say that all of these distinctive events were accompanied by earthquakes, but so were his birth and his death. Even the facts of his birth are described with the luminosity of miracles, from conception to delivery. In short, the Buddha’s whole life, starting from his birth, was traced in mythic outlines which highlighted just how different his life was from all other lives.

To see things mythically is to see our world in depth. But there are other depths in the world, all-too-human depths, and these may be depths that myth captures less well, as is obvious in this song about another key part of the story of the Buddha’s birth: the death of his mother just a few days after his birth.

This is as dramatic a part of the story as any of the mythic parts, but it is a story of loss and grief, not wonder and celebration. We can ask if this part of the Buddha’s biography preserves some kernel of historical fact; why would anyone make up such an event to insert into the Buddha’s biography if it wasn’t something commonly remembered?

This song, in its sounds and in its contents, focuses our attention on this moment of loss and grief as it draws us into an emotional scene in which a dying mother, Maya, asks her younger sister, Gotami, to take care of her newborn son after her death, which she knows is close at hand.

This song is from a long tradition of Cambodian Dharma songs that continues to the present day. When we listen to the song, it is easy to affirm the comment of Trent Walker, the singer in the recording here and the scholar who has done the most to make accessible the Cambodian Dharma song tradition, that “The Cambodian Dharma song tradition brings to life the voices of women instrumental in the Buddha’s life, including his wife, mother, and stepmother” (http://www.stirringandstilling.org/s11.html).

As our empathy encourages us to move inside this song, to witness, as it were, Maya asking her younger sister to do what she knows she will not be able to do herself, we may want to keep in mind the insight that Koet Ran, one of Trent Walker’s Cambodian teachers, shared with him about these Dharma songs: they “allow us to contemplate our existence” (http://www.stirringandstilling.org/introduction.html).

Some key Buddhist ideas are voiced in the song that can help to deepen such reflections. At one point, Maya says to her sister,

  • Life is as the Pali phrase
  • ANICCAM DUKKHAM ANATTA
  • Little darling you must know.

 

Aniccam is the impermanence of all things, dukkham is the inevitable suffering that characterizes all life in this world, and anatta names the absence of anything enduring, such as a soul, in any life. These three ideas are central to what the Theravada Buddhist tradition, the Buddhist tradition found in Cambodia, remembers as the teaching of the Buddha. These ideas stand out in the song because they are in the Pali language, the language used in the scriptures of the Theravada tradition, while the rest of the song is in the Khmer language. When these three ideas are brought together, as here, they constitute the three defining characteristics of the world, or tilakkhana in Pali. It is noteworthy that Maya already knows by painful experience what her son would later teach as the Buddha.

Equally noteworthy is Maya’s lament, “No more can I hold my son, the refuge of gods and men.” Maya’s description of her son as “the refuge of gods and men” evokes a standard epithet of the Buddha which names one of his excellences and thus the words of her lament anticipate what her son will become and what he already is for all who hear this song. 

On the Cambodian Dharma Song tradition:
Trent Walker, Stirring and Stilling. DOI: http://www.stirringandstilling.org/home.html

Trent Walker, “Saṃvega and Pasāda: Dharma Songs in Contemporary Cambodia.” Journal of the International Association of Buddhist Studies 41 (2018), 271–325. [PDF]

Trent Walker, “Grieving for the Buddha: Three Cambodian Songs.” Insight Journal 47 (Fall 2021), 154–164. [link] [PDF]
DOI: https://www.buddhistinquiry.org/article/grieving-for-the-buddha-three-cambodian-songs/

Trent Walker, “Dharma Songs to Stir and Settle: The Melodies and Meaning of Cambodia’s Buddhist music.” Forthcoming in Tricycle (Feb. 2022).

Trent Walker, Until Nirvana’s Time: Buddhist Songs from Cambodia (Shambhala Publications, forthcoming Autumn 2022). 

Patrick Olivelle, translator. Life of the Buddha by Ashvaghosha. (Clay Sanskrit Library). New
York: New York University Press/JJC Foundation, 2008.

N.A. Jayawickrama, translator. The Story of Gotama Buddha (Jātaka Nidānakathā). Oxford: Pali
Text Society, 1990.

Translations of the Lalitavistara:

  1. A recent and complete English translation from the Tibetan, with an introduction, by the

    Dharmachakra Translation Committee:

    Dharmachakra Translation Committee, translators. The Play in Full: Lalitavistara (Toh 95, Degé Kangyur, vol. 46 (mdo sde, kha), folios 1b-216b). Version 2.22. N.p: 84000—Translating theWords of the Buddha, 2013.

    DOI: https://aryanthought.files.wordpress.com/2014/05/lalitavistara-sutra.pdf

  2. There is an older and complete English translation from the Sanskrit by Rajendrala Mitra:

    Rajendralala Mitra, translator. The Lalita-vistara or Memoirs of the Early Life of Sakyasinha. Calcutta: J.W. Thomas, Baptist Mission Press, 1881.

    DOI: https://archive.org/details/in.ernet.dli.2015.196141/page/n5/mode/2up

  3. A complete English translation of a French translation of the Tibetan (then checked with the original in Tibetan and Sanskrit), has been made by Gwendolyn Bays in two volumes:

    Gwendolyn Bays, translator. The Lalitavistara Sutra: The Voice of Buddha, the Beauty of Compassion. Berkeley: Dharma Publishing, 1983.