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

讓我們以嚴厲的戒律和與拉姆德漢有關的齋戒為例。毫無疑問，他們服務于某些靈性目的。但一種看待問題的方式是把它們看作是對那些少數地區的少數人強制實行的食物和水的配給，并且在社會利益中，這種控制是必要的。沒有必要把先知的指示轉變成死板的、永恒的戒律規則。在他們被給予的環境中，他們既為物質也為靈性目的。它們不能被認為是所有時間和環境中不可避免的或必要的。同樣的道理也適用于任何其他預言家或大師給出的訓誡。

大師們有時會遵循包括祈禱在內的外部戒律，并樹立一個謙卑的榜樣，準備向別人學習。因此，穆罕默德扮演了加布里埃爾教授的角色。他因此取得了兩件事，首先，他向世界展示了向他人學習的準備。其次，他喚醒了加布里埃爾的老師。

《美赫巴巴靈性大觀之光束》，第73 - 74頁