Let us take for example the stern discipline and fasts associated with Ramdhan. No doubt they serve some spiritual purpose. But one way of looking upon it is to regard them as a sort of compulsory rationing of food and water in those areas where they were rare, and where such control was necessary in the interest of society. It is not necessary to convert the instructions of the Prophet into inflexible and eternal rules of discipline. In the context in which they were given, they served both material and spiritual purpose. They cannot be regarded as inescapable or necessary in all times and climes. The same thing applies to any other disciplines given by other seers or Masters.
The Masters have sometimes followed external disciplines, including prayers, and have set an example of humility and readiness to learn from others. Thus Muhammad played the role of being taught by Gabriel. He thereby achieved two things. Firstly, he gave to the world an example of readiness to learn from others. And secondly, he awakened the teacher in Gabriel.
Beams from Meher Baba on the Spiritual Panaroma, p73-74
让我们以严厉的戒律和与拉姆德汉有关的斋戒为例。毫无疑问，他们服务于某些灵性目的。但一种看待问题的方式是把它们看作是对那些少数地区的少数人强制实行的食物和水的配给，并且在社会利益中，这种控制是必要的。没有必要把先知的指示转变成死板的、永恒的戒律规则。在他们被给予的环境中，他们既为物质也为灵性目的。它们不能被认为是所有时间和环境中不可避免的或必要的。同样的道理也适用于任何其他预言家或大师给出的训诫。
大师们有时会遵循包括祈祷在内的外部戒律，并树立一个谦卑的榜样，准备向别人学习。因此，穆罕默德扮演了加布里埃尔教授的角色。他因此取得了两件事，首先，他向世界展示了向他人学习的准备。其次，他唤醒了加布里埃尔的老师。
《美赫巴巴灵性大观之光束》，第73 - 74页
