Papaji’s manner of teaching was marked above all by a direct and uncompromising pointing to the Self. Rather than encouraging a gradual path of accumulation—more practices, more concepts, more experiences—he consistently emphasized immediate recognition of one’s true nature. This directness often took the form of self-inquiry, especially the question “Who am I?”, used not as a philosophical exercise but as a means of bypassing intellectual elaboration. His words repeatedly undercut the notion that liberation lies in the future, insisting instead that the Self is already free and present.

The atmosphere around him reflected this orientation toward immediacy. Satsangs were informal and spontaneous, shaped by the questions and needs that arose in the moment rather than by any fixed curriculum or ritual structure. Silence and presence played a central role: long pauses, quiet gazes, and simple stillness were treated as more eloquent than elaborate discourse. Many regarded this silent transmission as the heart of his teaching, with spoken guidance serving mainly to direct attention back to what was already wordlessly evident.

At the same time, his style was far from austere in a conventional sense. Humor, laughter, and playful exchanges were frequent, serving to loosen rigid identities and expose the seriousness of the “spiritual seeker” role. Stories, paradoxical replies, and sharp, sometimes startling comments were used to dismantle cherished concepts, including the very idea of being someone who must attain enlightenment. In this way, he did not merely refine the seeker’s project; he questioned its basis altogether.

Underlying these methods was a radical non-dual stance. Papaji repeatedly stressed that there is nothing to achieve, nowhere to go, and no separate individual who can become enlightened. Practices pursued as a means to a future goal were discouraged, not out of disdain for devotion or discipline, but because they subtly affirm the absence of what is already fully present. His responses were often highly personal and precise, tailored to expose each student’s particular attachments and blind spots, yet always returning to the same essential pointer: stop, be still, and recognize the Self that has never been bound.