(1)
The Guru’s primary role is that of a Śāstra teacher. The Guru educates the disciple in Śāstra and its commentaries, and clears the doubts the disciple might have by illuminating the rationality within Śāstra. Moreover, the Guru gives moral and spiritual guidance on the basis of Śāstric injunctions.
These are obvious and uncontroversial definitions of Guru, yet this type of Guru-disciple relationship is almost entirely absent from ISKCON, as I explained in a previous posting. Here I will explain why I believe this is ISKCON’s primary problem. Unless dealt with, it will forever prevent ISKCON from becoming the powerful Brahminical force that Śrīla Prabhupāda wanted it to be.
(2)
When intelligent and educated people join ISKCON, they seek a Guru who can initiate them into a deeper understanding of Śāstra and the larger world of learned Hindu thought. For example, in addition to canonical texts such as the Bhāgavatam and Bhagavad Gītā, they want to read ISKCON’s foundational theological texts such as the Ṛgveda, Upanishads and Vedānta-Sūtra, and also the six philosophical schools such as Sāṁkhya, Yoga, Nyāya, Mīmāṁsā, etc. In addition to Jīva Goswami and Viśvanātha Cakravartī, they want to read commentaries from other Vaishnava Ācāryas such as Rāmānuja, Vedānta Deśika or Madhva, as well as their opponents such as Śaṅkara. All of this requires Sanskrit knowledge on the part of both student and teacher, as well as an understanding of modes of philosophical and theological presentation in learned Hindu Śāstras. Moreover, it requires a lengthy period of time in which Guru and disciple study together.
(3)
Speaking for myself and a few friends in ISKCON, I can say the first times I experienced a Guru-disciple relationship based on the exchange of Śāstric knowledge was in Oxford University with academics and with Satyanārāyaṇa dāsa Bābājī, a learned Caitanya Vasihnava scholar. Most ISKCON Gurus lack the training, time, desire or inclination to study Śāstra or teach Śāstra to their disciples. There is little sense in which “taking initiation” is understood as “accepting Guru as Śāstra-teacher.” It is not the culture of ISKCON to see Guru as a systematic educator.
Perhaps one of the few exceptions is Garuda Dasa, a disciple of Śrīla Prabhupāda who is also a theologian and published author. From him I have learned Śāstra and he has served as a Guru for many years now. Of course this sort of Guru-disciple relationship would not be recognized by ISKCON, but that is their problem.
Since this Guru-disciple option is mainly absent in ISKCON, those seeking an education are required to enrich their minds outside of ISKCON, sometimes with learned Gurus in other Vaishnava traditions, sometimes with professors in universities. A Guru-disciple relationship based on the exchange of knowledge is more meaningful and formative than one based on preaching, infrequent personal interactions or sporadic lectures on Śāstra (i.e. ISKCON primarily offers). Thus, many people with scholarly inclinations will find themselves drifting away from ISKCON.
(4)
While a comprehensive history of ISKCON’s membership decline and the specific reasons for it is not possible here, one can observe that many people with scholarly inclinations have drifted away from ISKCON. The reasons for this are of course complicated, but surely one of the primary reasons is that ISKCON Gurus are unable to provide a systematic education in Śāstra.
When Śrīla Prabhupāda said he wanted ISKCON to be the Brahminical “head” of society, surely he meant that devotees would guide society on the basis of their Śāstric knowledge that is enriched by the practice of bhakti-yoga. That cannot happen unless Gurus take it upon themselves to study and then teach Śāstra to their disciples.

