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18.05.17 Utkast 2 Til Masteroppgaven Lærer-elev relasjonen i tibetansk buddhisme: En komparativ analyse av Nyingma- og Kagyu-biografier Eva-Britt Larsen REL 4990 Masteroppgave i religionshistorie 60 studiepoeng, våren 2017 Institutt for kulturstudier og orientalske språk Universitetet i Oslo 2 3 SAMMENDRAG Oppgavens tittel er: Lærer-elev relasjonen i tibetansk buddhisme. En komparativ analyse av Nyingma-og Kagyu-biografier. Oppgaven undersøker hva som motiverer tibetaneres religiøse søken og gjør at de inngår i forpliktende forhold som lærer-elev (guru-disippel eller lama-elev). Med utgangspunkt i fire religiøse selv-/biografier i Nyingma- og Kagyu-tradisjonene forsøker jeg å gi noen svar ved å belyse relasjonen mellom lama og elev, både når eleven er en mann og når eleven er en kvinne. Hellige biografier (tib. rnam pa thar pa, “fullstendig frigjøring” eller “fullstendig frigjøringshistorie”) i tibetansk tradisjon har som sitt fokus en fremstilling av veien mot frigjøring (nirvana). Jeg har valgt selvbiografiene til Ani Lochen eller Jetsun Lochen Rinpoche (1865-1991) som beskriver relasjonene og læreprosessen hun gjennomgikk under veiledning av sine lamaer Pema Gyatso og Thrulshig Rinpoche og Sera Khandros (1892- 1940) selvbiografi, hvor hun skriver om forholdet til sin læremester og senere tantriske partner og kjæreste Drimé Özer. I oppgaven bruker jeg biografiene til de to mannlige lamaene Milarepa (1052-1135) og Dilgo Khyentse Rinpoche (1910-1991) komparativt for å vise likheter og forskjeller mellom kjønnene i tibetanske mester-elev forhold. Jeg er opptatt av om det er noen særtrekk ved de kvinnelige mestrenes biografier som vi ikke finner i livene til de mannlige mestrene. Videre antar jeg at sosial og økonomisk bakgrunn spiller en rolle for mestrenes livsløp, og i tillegg diskuterer jeg innvirkning fra deres personlige karisma og/ eller om de er født inn i en religiøs kontekst, om de er en reinkarnasjon (tib. sprul sku) og om reinkarnasjonslinjen regnes som viktig i det tibetanske religiøse hierarkiet. Hvilken religiøs skole eller hvilket kloster de ulike mestrene tilhørte antas også å være av stor betydning. Jeg organiserer biografiene etter kjønn, slik at de kvinnelige biografiene kommer først, samtidig som jeg strukturerer drøftingen tematisk, hvor kjønn, autoritet/karisma peker seg ut. 4 FORORD Jeg vil rette en varm takk til min veileder Hanna Havnevik som på en profesjonell, inspirerende og omtenksom måte har guidet meg gjennom det prosjektet masteroppgaven har vært gjennom flere år ved siden av jobben som klinisk psykolog. Du har ført meg inn i en spennende ny verden og tilført meg mye kunnskap. Jeg setter pris på dine kreative innspill, din formuleringsevne og kravene til nøyaktighet. Alt dette innen rammen av et personlig engasjement som gir følelsen av å bli hørt og med tilbakemeldinger som viser du blir tatt på alvor. 5 INNHOLDSFORTEGNELSE Innholdsfortegnelse KAPITTEL I ............................................................................................................................. 7 INNLEDNING .......................................................................................................................... 7 1.1 Innledende avgrensning av oppgavens tema og problemstilling ................................... 7 1.2 Forskningsspørsmål ........................................................................................................... 7 1.3 Litteratur om biografiene .................................................................................................. 9 1.4 Teori og metode ................................................................................................................ 10 1.4.1 Aktørperspektivet i kjønnsforskning som tilnærming til forståelse av lærer-elev relasjonen ......................................................................................................................................... 10 1.4.1.1 Forståelse av kjønn, makt og motmakt ......................................................................... 10 1.4.1.2 Religionshistorisk perspektiv på kjønn og religion ...................................................... 14 1.4.1.3 Forståelse av kjønn og religiøs praksis i buddhismen ................................................. 17 1.5 Hellige biografier som sjanger og analytisk tilnærming ............................................... 20 1.6 Biografienes kontekstualisering - buddhismen i Tibet ................................................. 22 1.7 Nyingma- og Kagyu-tradisjonene og lærer-elev relasjonens særegne betydning i tibetansk buddhisme .............................................................................................................. 24 1.8 Overføring av buddhistisk lære ved reinkarnasjon ...................................................... 26 1.9 Lamaer som karismatiske ledere .................................................................................... 27 KAPITTEL II ......................................................................................................................... 29 MATERIALE ......................................................................................................................... 29 FORHOLDET MELLOM MESTER OG ELEV I BIOGRAFIENE ................................ 29 2.1 Ani Lochens karrierevei som religiøs mester ................................................................ 29 2.1.1 Oppvekst og religiøse utvikling før hun møter sin første lærer ......................................... 29 2.1.2 Ani Lochens forhold til sine læremestre .............................................................................. 31 2.1.2.1 Forholdet til Pema Gyatsho ........................................................................................... 31 2.1.2.2 Forholdet til Taglung Matrul Rinpoche ....................................................................... 33 2.1.2.3 Forholdet til Thrulshig Rinpoche .................................................................................. 34 2.1.2.4 Forholdet til Togden Semnyi Rinpoche ........................................................................ 35 2.1.2.5 Jetsun Lochen Rinpoches forhold til sine lamaer ........................................................ 37 2.1.2.6 Jetsun Lochen blir lærer for mannlige lamaer ............................................................ 38 2.2 Sera Khandros karriere som religiøs mester ................................................................. 38 2.2.1 Sera Khandros oppvekst og tidlige religiøse utvikling ....................................................... 38 2.2.2 Sera Khandros første møte med sin lærer Drimé Özer ...................................................... 41 2.2.3 Forholdet til Gara Terchen og livet med hans sønn Gara Gyelsé ..................................... 41 2.2.4 Relasjonen til Götrul Rinpoche ............................................................................................. 43 2.2.5 Sera Khandro som tantrisk partner for ulike lamaer ........................................................ 44 2.2.6 Gjenforeningen med Drimé Özer ......................................................................................... 46 2.3 Karakteristiske trekk ved lærer-elev forholdet mellom Marpa og Milarepa ............. 48 2.3.1 Milarepas bakgrunn og søken etter en guru ........................................................................ 48 2.3.2 Milarepas forhold til sin læremester Marpa ........................................................................ 48 6 2.3.3 Milarepa viderefører læren fra Marpa og får egne disipler .............................................. 51 2.4 Dilgo Khyentse og hans lærere ........................................................................................ 52 2.4.1 Dilgo Khyentses oppvekst og tidlige religiøse utvikling ...................................................... 52 2.4.2 Studier før Dilgo Khyentse møter sin rotlama .................................................................... 54 2.4.3 Dilgo Khyentse møter sin rotlama Shechen Gyaltsap Rinpoche ....................................... 56 2.4.4 Forholdet til Jamyang Khyentse Chökyi Lodro .................................................................. 59 2.4.5 Om gjensidighet i lama-elev forholdet til Khyentse Chökyi Lodro ................................... 62 KAPITTEL III ........................................................................................................................ 65 EN KOMPARATIV OG KJØNNSKRITISK ANALYSE OG DISKUSJON .................. 65 ELEVEN SOM UNDERTRYKT OG SOM AKTØR ........................................................ 65 3.1 Kvinners stilling i tibetansk buddhisme med vekt på aktørperspektivet: Nonne som motstandsstrategi og selvrealisering ..................................................................................... 65 3.2 De religiøse mestrene som karismatiske ledere ............................................................. 68 3.3 Tantrisk partner som aktør ............................................................................................. 69 3.3.1 De to kvinnelige religiøse mestrenes liv ................................................................................ 70 3.3.2 De to mannlige religiøse mestrenes liv .................................................................................. 74 IV OPPSUMMERING OG KONKLUSJON ...................................................................... 77 V BIBLIOGRAFI .................................................................................................................
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