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Buddhist Discussion Centre (Upwey) Ltd. 33 Brooking St
Buddhist Discussion Centre (Upwey) Ltd. 33 Brooking St. Upwey 3158 Victoria Australia. Telephone 754 3334. (Incorporated in Victoria) NEWSLETTER N0. 11 MARCH 1983 REGISTERED BY AUSTRALIA POST PUBLICATION NO. VAR 3103 ISSN 0818-8254 Inauguration of 1000th Birth Anniversary of Atisa Dipankar Srijnan - Dhaka, Bangladesh,1983. Chief Martial Law Administrator, (C.M.L.A.) Lt. Gen. H. M. Ershad inaugurated the Week-long programme commencing on 26th February, 1983. A full report of this event appeared in the Bangladesh Observer, 20th February, 1983, at Page 1, under the heading "All Religions enjoy equal rights". The C.M.L.A. said it was a matter of great pride that Atisa Dipankar Srijnan had established Bangladesh in the comity of nations an honourable position by his unique contributions in the field of knowledge. Therefore, Dipankar is not only the asset and pride of the Buddhist community; rather he is the pride of Bangladesh and an asset for the whole nation. The C.M.L.A. hoped that the people being imbibed with the ideals of sacrifice, patriotism, friendship and love of mankind of Atisa Dipankar would take part in the greater struggle of building the nation. He called upon the participating delegates to carry with them the message of peace, fraternity, brotherhood, love and non-violence from the people of Bangladesh to the people of their respective countries. Besides Bangladesh, about 50 delegates from about 20 countries took part in the celebration. John D. Hughes, Director of B.D.C. (Upwey), representing Australia at the Conference, would like to express his sincere gratitude to the C.M.L.A. -
9 6 on the Two Ways of Learning in Bhutan
On the Two Ways of Learning in Bhutan∗ Karma Phuntsho** Bhutanese folklore has it that the bat would show its teeth to the birds to evade the bird tax, and show its wings to the beasts to evade the beast tax. But come winter, when the food supplies are distributed, the bat would show its wings to the birds and teeth to the beasts to claim its share from both, although often it is rejected and ostracized by both parties. This paper is an outcome of my role as a bat-like scholar involved in both traditional and modern systems of learning and scholarship, with some of the academic teeth of the modernist beasts as well as the spiritual wings of the traditionist birds, and at times, like the bat, being disowned and despised by both, by the traditionists as an unfaithful, agnostic cynic, and by the moderns as a narrow-minded, sutra-thumping fanatic. This double role, however, to my advantage, has given me the opportunity to study my own religion and culture from the various perspectives using different tools, and revealed to me the privileged position in which one can blend the varying approaches and methods of the modernists and traditionists. It is from the vantage point of such position that I shall present a case study of the encounter of the two systems of education – traditional and modern – in the Kingdom of Bhutan. ∗ This paper is a written version of my presentation during the conference of South Asian Studies, Edinburgh, 2000, entitled, Traditional Scholarship in Modern Bhutan, Current Educational Trends and their Impact on Traditional Learning. -
Colonialism, Education and Rural Buddhist Communities in Bangladesh Bijoy Barua University of Toronto, Canada, [email protected]
International Education Volume 37 Issue 1 Fall 2007 Colonialism, Education and Rural Buddhist Communities in Bangladesh Bijoy Barua University of Toronto, Canada, [email protected] Follow this and additional works at: http://trace.tennessee.edu/internationaleducation Copyright © 2007 by the University of Tennessee. Reproduced with publisher's permission. Further reproduction of this article in violation of the copyright is prohibited. http://trace.tennessee.edu/internationaleducation/vol37/iss1/4 Recommended Citation Barua, Bijoy (2007). Colonialism, Education and Rural Buddhist Communities in Bangladesh. International Education, Vol. 37 Issue (1). Retrieved from: http://trace.tennessee.edu/internationaleducation/vol37/iss1/4 This Article is brought to you for free and open access by Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in International Education by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. Barua COLONIALISM, EDUCATION, AND RURAL BUDDHIST COMMUNITIES IN BANGLADESH Bijoy Barua Ontario Institute for Studies in Education University of Toronto Toronto, Canada Cultural homogenization through the establishment of a central- ized and standardized curriculum in education has become the dominant model in Bangladesh today, a model of education that is deeply rooted in the colonial legacy of materialism, acquisitiveness, and social exclusion (B. Barua, 2004; Gustavsson, 1990). Such a model is predicated on the notion that Bangladesh “is culturally homogenous, with one language, one domi- nant religion, and no ethnic conflict” (Hussain, 2000, p. 52). Predictably and unfortunately, the prospects for decolonization in a “post-colonial/in- dependence context” still appear to be bleak since the state continues to rely on a centrally controlled and standardized educational system that is committed to cultural homogenization and social exclusion—a process that is being encouraged by foreign aid and international assistance (B. -
The Global Connections of Gandhāran Art
More Gandhāra than Mathurā: substantial and persistent Gandhāran influences provincialized in the Buddhist material culture of Gujarat and beyond, c. AD 400-550 Ken Ishikawa The Global Connections of Gandhāran Art Proceedings of the Third International Workshop of the Gandhāra Connections Project, University of Oxford, 18th-19th March, 2019 Edited by Wannaporn Rienjang Peter Stewart Archaeopress Archaeology Archaeopress Publishing Ltd Summertown Pavilion 18-24 Middle Way Summertown Oxford OX2 7LG www.archaeopress.com ISBN 978-1-78969-695-0 ISBN 978-1-78969-696-7 (e-Pdf) DOI: 10.32028/9781789696950 www.doi.org/10.32028/9781789696950 © Archaeopress and the individual authors 2020 Gandhāran ‘Atlas’ figure in schist; c. second century AD. Los Angeles County Museum of Art, inv. M.71.73.136 (Photo: LACMA Public Domain image.) This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. This book is available direct from Archaeopress or from our website www.archaeopress.com Contents Acknowledgements ����������������������������������������������������������������������������������������������������������������������������iii Illustrations ����������������������������������������������������������������������������������������������������������������������������������������iii Contributors ��������������������������������������������������������������������������������������������������������������������������������������� iv Preface ������������������������������������������������������������������������������������������������������������������������������������������������ -
3.1 Buthan06.Xp
SLSA Annual report 2013 Archaeology in the Kingdom of Bhuta n: Exploring the Country’s Prehistory Peter Fux 1, Christoph Walser 2, Namgyel Tshering 3 Abstract By today, archaeological insight into the cultural history of the Kingdom of Bhutan in the eastern Himalayas is still lacking. In the course of the ongoing Bhutan-Swiss col - laboration project in order to institutionalize archaeology, not only highly important sites were detected but also the exigency of archaeological regulations and site pro - tection becomes evident. On the basis of interviews with local informants, the authors conducted field sur - veys and documented the cultural landscape in the mythical core area of the Tang val - ley in central Bhutan. The general picture composed of collected data seems to illus - trate a mythical or Buddhist-historical meaning of manifold historical and prehistoric sites which is generally accepted and venerated by the local society. Nowadays however, Bhutan faces enormous cultural changes, mainly caused by rapidly increasing tourism influx and information technology. As a consequence, myth - ical-religious beliefs, which have protected archaeological sites from looting, are weak - ening to a certain extent. This danger of cultural heritage loss becomes evident by a looted chorten on top of a prehistoric burial mound. The discovery of large burial mounds in the Phobjikha Valley illustrates the importance of immediate archaeologi - 1 Museum Rietberg Zurich and University of Zurich, Department of Prehistoric Archaeology. cal regulations and site protection and furthermore shows the tremendous scientific 2 Universities of Bamberg and Zurich. potential of archaeology in Bhutan. 3 Helvetas, Swiss Intercooperation, Thimphu, Bhutan. -
Download Complete Dr Karma Phuntsho's CV
Curriculum Vitae Name: Karma PHUNTSHO Current Address: P.O. Box 131, Changangkha, Thimphu, Bhutan or 9 Sinclair Gardens, London W14 0AU, UK. Email: [email protected] Appointments and Work Experience Academic: 2013 - Research Consultant, University of Virginia 2013 - Research Associate, School of African and Oriental Studies 2013 - Founding Director, Shejun Agency for Bhutan’s Culture Documentation and Research 2013 - Editorial board member, Himalaya 2012 - Specialist advisor, Dzongkha Development Commission 2011 - Editor, Journal of Oxford Centre for Buddhist Studies 2011 - Advisory Editor, Bhutan Journal of Research and Development 2010 - Advisor, Committee for Conservation of Vanishing Languages and Traditional Ecological Knowledge of Bhutan 2004 - 2012 Research Associate, University of Cambridge 2005 to 2006 Spalding Fellow in Comparative Religion, Clare Hall, Cambridge 2003 - 2006 Post-Doctoral Researcher, EPHE and ESA 8047, CNRS, Paris 2000 to 2001 Fellow, Department of Sanskrit and Indian Studies, Harvard University 1996 to 1997 Secretary and Lecturer, Ngagyur Nyingma Institute 1993 to 1994 Assistant Lecturer, Ngagyur Nyingma Institute 1992 to 1996 Co-editor for publications in Ngagyur Nyingma Institute Non- Academic: 2014 - Board Member, Royal Education Council 2013 - Patron, The Buddhist Forum, India 2008 - Tour Lecturer, Australians Studying Abroad 2000 - Founder, The Loden Foundation 2008 - Secretary General, Ura Solidarity Fund 2008 Presenter, Smithsonian Folk Life Festival 1994 to 1995 Head of Shugseb Nunnery, Dharamsala, India 1993 Secretary, Nyingma Prayer Festival, Bodh Gaya, India 1992 to 1994 Disciplinarian, Ngagyur Nyingma Institute 1995 to 1997 Worked with Dalit communities in south India 1992 - Interpreter from Tibetan / Bhutanese to English 1978 to 1986 I spent some time herding cows and working on my family farm Education & Qualifications 2003 D.Phil. -
1 Bangladesh
Bangladesh – Researched and compiled by the Refugee Documentation Centre of Ireland on 30 January 2015 General information on Buddhism in Bangladesh, how to be initiated, practice, schools, monks. Can somebody, in Bangladesh, become a monk without any theological training? Do Buddhist monk in Bangladesh necessarily belong to either the Theravada school or the Mahayana school? The most recent US Department of State report on religious freedom in Bangladesh, in “Section I. Religious Demography”, states: “The U.S. government estimates the total population at 163.7 million (July 2013 estimate). According to the 2011 census, Sunni Muslims constitute 90 percent and Hindus make up 9.5 percent of the total population. The remainder of the population is predominantly Christian (mostly Roman Catholic) and Theravada-Hinayana Buddhist.” (US Department of State (28 July 2014) 2013 Report on International Religious Freedom – Bangladesh, p.1) A document published on the Life & Work in Dhaka website refers to Buddhism in Bangladesh as follows: “Theravanda is the oldest surviving Buddhist school, with over 100 million followers worldwide. In the hill tracts these predominantly consist of Chakma, Chak, Marma, Tenchungya and Khyang people. There are several monasteries in the Chittagong Hills, and a beautiful Golden Temple right here in Bandarban, which houses one of the largest statues of Buddha in the entire country. To be precise it is actually a pagoda, as the building itself consists of many tiered towers. Local Buddhist shrines also form an important centre for village life, with major festivals commemorating the important events in the life of the Buddah. Most Buddhist villages have a boarding school known as the ‘kyong,’ where boys learn to read Burmese and a little Pali, an ancient Buddhist scriptural language. -
Print This Article
Journal of Global Buddhism 2020, Vol.21 205–222 DOI: 10.5281/zenodo.4031015 www.globalbuddhism.org ISSN: 1527-6457 (online) © The author(s) Special Focus: Bad Buddhism This article illustrates how conversations on “good” and “bad” forms of Buddhism have taken place in Bangladesh since the 19th-century Theravāda reformation. First, in the process of purging prior Hindu and Tantric influences, second, with the introduction of Mahāyāna Buddhism through Risshō-Kōsei-kai; and, third, in responding to recent Buddhist extremism in Myanmar. The article also shows how “bad Buddhism”—for instance, Buddhist extremism in Myanmar—impacts Buddhists in other countries. For Bangladeshi Buddhists, claiming their identity and practices involves a process of both connecting with the “good” and distancing from the “bad.” Keywords: Bangladesh; Rissho-Kōshei Kai; Rohingya; global religion he Buddhist community forms a very small minority in Bangladesh, only approximately one percent of the total population of 160 million. Bangladeshi Buddhists mainly have been following Theravāda Buddhism, after a reformation initiated by the Arakanese Buddhist Tmonk Sāramedha Mahāthera and Buddhist priests of Chittagong, when Bangladesh was still a region of British India (Chakma 2011; Khan 2003; Chaudhuri 1982). Since the reformation movement began in 1856, the culture and practices of Bangladeshi Buddhists have been reshaped by many transnational influences. I argue in this paper that transnational connections have played a significant role in the formation of Bangladeshi Buddhist identity and practices, in the way they came to define “good” and “bad” forms of Buddhism. Bangladeshi Buddhists’ connections with Buddhists of other countries required them to be receptive to cultures and texts from outside which were then fused into the existing literary, geographical, economic, and political conditions of Bangladesh. -
Chipamong Chowdhury EDUCATION 2012 MA
CURRICULUM VITAE Chipamong Chowdhury EDUCATION 2012 M.A. Religious Studies/South Asian Studies University of Toronto Thesis: Merit Maker: Myth, Legend, Sacred Hagiography of Sivali-Saint in Theravada Buddhism in South and Southeast Asia. 2010 M.A. Religious Studies, Naropa University, Boulder CO. USA Indo-Tibetan Buddhism with Sanskrit Language Thesis: Inception and Insight of Alayavijnana: A Theravada Interpretation and Critique. 2005 M.A. Theravada Studies Post Graduate Institute of Pali and Buddhist Studies, University of Kelaniya Colombo, Sri Lanka Thesis: The Colors of Arahant: A Study in the Beauty and Fallacy of the Liberated One in Pali Buddhism 2003 Diploma and B.A. International Theravada Buddhist Missionary University, Yangon, Myanmar. RESEARCH INTERESTS Theravada Studies; South and Southeast Asian Studies; Buddhist Philosophy; Rituals; Pali literature; Sexuality & Women Studies; Politics, Violence/ Non- Violence; Contemporary Monasticism; and Film studies. ACADEMIC TEACHING EXPERIENCE 2012: Visiting Lecturer, Tallinn University Course Teaching currently: Neo Buddha and New Buddhism: Religion, Politics, and Modern Society 2012: Visiting Lecturer, Tallinn University Course Teaching Currently: Enlightened Women: Buddhism, Women, Gender, Sexuality, and Female Asceticism 2012: Teaching Assistant: South Asian Religions. University of Toronto. Mississauga Campus. 2010-11: Teaching Assistant: Introduction to Buddhist Religious Traditions University of Toronto, St. George Campus 2011: Teaching Assistant: Introduction Buddhist Religious Traditions University of Toronto. Mississauga Campus 2010: Teaching Assistant: Asian Religions and Culture 1 1 University of Toronto, Scarborough Campus 2010: Teaching Assistant: Introduction Buddhist Religious Traditions University of Toronto, Mississauga Campus 2010: Introduction to World Religions, New Vista High School, Boulder, Colorado, USA. From March-May INVITED TO GIVE LECTURES 2011: What He Can/Can’t Do: Bodhisattva in Jataka-Narratives and Contemporary Practices in Southeast Asia. -
Buddhism and Politics the Politics of Buddhist Relic Diplomacy Between Bangladesh and Sri Lanka
Special Issue: Buddhism and Politics Journal of Buddhist Ethics ISSN 1076-9005 http://blogs.dickinson.edu/buddhistethics/ Volume 25, 2018 The Politics of Buddhist Relic Diplomacy Between Bangladesh and Sri Lanka D. Mitra Barua Cornell University Copyright Notice: Digital copies of this work may be made and distributed provided no change is made and no alteration is made to the content. Reproduction in any other format, with the exception of a single copy for private study, requires the written permission of the author. All en- quiries to: [email protected]. The Politics of Buddhist Relic Diplomacy Between Bangladesh and Sri Lanka D. Mitra Barua 1 Abstract Buddhists in Chittagong, Bangladesh claim to preserve a lock of hair believed to be of Sakyamuni Buddha himself. This hair relic has become a magnet for domestic and transnational politics; as such, it made journeys to Colom- bo in 1960, 2007, and 2011. The states of independent Cey- lon/Sri Lanka and East Pakistan/Bangladesh facilitated all three international journeys of the relic. Diplomats from both countries were involved in extending state invita- 1 The Robert H. N. Ho Family Foundation Postdoctoral Fellow, Cornell University. Email: [email protected]. The initial version of this article was presented at the confer- ence on “Buddhism and Politics” at the University of British Columbia in June 2014. It derives from the section of Buddhist transnational networks in my ongoing research project on Buddhism in Bengal. I am grateful to the Robert H. N. Ho Family Foundation Postdoctoral Fellowship in Buddhist Studies (administered by the American Council of Learned Societies) for its generous funding that has enabled me to conduct the re- search. -
Syllabus Department of Pali
NATIONAL UNIVERSITY Syllabus Department of Pali Four Year B.A Honours Course Effective from the Session : 2009–2010 National University Subject: Pali Syllabus for Four Year B. A Honours Course Effective from the Session: 2009-2010 Third Year (Honours) Course Code Course Title Marks Credits 1472 History of Buddhism in India 100 4 1473 Buddhist Sanskrit Literature 100 4 1474 Comparative Philology, Linguistics and Translation 100 4 1475 Pali Prosody, Phetoric, Essay and Amplification 100 4 1476 Non-Cononical Pali Literature 100 4 1477 Suttapitak: Jataka and Apadana Literature 100 4 1478 Pali Vamsa Literature 100 4 1479 Introduction to Theravade Buddhist Philosophy 100 4 Total = 800 32 2 Course Code 1472 Marks: 100 Credits: 4 Class Hours: 60 Course Title: History of Buddhism in India 1. Pre-Buddhistic history of political, religious and social conditions. 2. The history of Buddhism from Buddha to Pala Dynasty (Bimbisara, Prasenjit, Ajatasatru, Udyan, Kalasoka, Mauriyan period – Asoka, Kanishka, Harsavardhan, Gupta-period and Pala period). 3. Rise and decline of Buddhism in India and contribution of kings and setthis. Books Recommended 1. H.C. Roy chowdhury – Political History of Ancient India. 2. V.A. Smith – Early History of India (Part -VI) 3. B.C. Law: Historical Geography of Early Buddhism. 4. H.C. Hazra – Royal Patronage of Buddhism in Ancient India. 5. Lama Chimba and Alak Chatto padhyay (tr) -Taranath’s History of Buddhism in India. 6. Nihar Ranjan Roy – Bangalir Itihas – (Beng.) 7. R. C. Majumder – Banglar Itihas (Beng.) 8. Sukomal Chowdhury – Contemporary Buddhism in Bangladesh. 9. Gopal Chandra Haldar – Bharatbarser Itihas (Beng.) 10. -
Chapter Iv Patronage of Buddhism
CHAPTER IV PATRONAGE OF BUDDHISM Chapter IV Patronage of Buddhism In this chapter, an attempt has been made to examine the development of Buddhism under the patronage of the royal dynasties, merchants, traders, artisans and householders from the early Buddhist period to 12th century C.E. in the east coast of India. It is true that most of the patronage comes from royal dynasties. In the ancient Indian history patronage was a formal religious system, clearly linked to the ideological needs of a political organisation and its socio economic base. It would thus be interesting to study the attitude of the inhabitants of a particular region regarding patronage towards the religious recipients. The study of Buddhism under the patronage in India especially in east coast of India, undoubtedly of great importance in the spread of Buddhist culture in the study regions. Patronage is support, encouragement, privilege or financial aid that an organisation or individual bestows to another. Patronage can be defined as a multi- dimensional, sometimes loosely codified network of exchanges involving not only the production of art and literature, but also its performance, transmission, reinterpretation and preservation. The giving and receiving may take place between individuals, groups or institutions. The groups are often specialized communities of craftsmen, ritualists or scholars. According to Suchandra Ghosh, patronage is an asymmetrical relationship between one party, the patron and another one, the client. It is quite natural that the patron will be a person who possesses honour as well as economic superiority and this allows patronage.1 In her research paper she used the term „royal patronage‟ which includes not only patronage from the king but also persons who are associated with the royal court like ministers or with the royal house hold like the queen.