DOCSLIB.ORG

TIBETAN BUDDHISM Philosophy/Religion PR326 Dr

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
TIBETAN BUDDHISM Philosophy/Religion PR326 Dr TIBETAN BUDDHISM Philosophy/Religion PR326 Dr. Joel R. Smith Spring, 2016 Skidmore College A study of classical and contemporary Tibetan thinkers who see philosophy as intertwined with religious practice. The course focuses on the Vajrayana form of Mahayana Buddhism that is the central element in the culture of Tibet, as well as its Mahayana Buddhist background in India. Emphasis is on the central ideas of wisdom, compassion, emptiness, and dependent arising. Texts: 1. Keown, Damien, Buddhism: A Very Short Introduction (New York: Oxford University Press, 2013). ISBN 978-0-19- 966383-5 2. Kapstein, Matthew T., Tibetan Buddhism: A Very Short Introduction (New York: Oxford University Press, 2013). ISBN 978-0-19-973512-9 **3. Lopez, Donald S., Jr., ed., Religions of Tibet in Practice: Abridged Edition (Princeton, NJ: Princeton University Press, 2007). ISBN 978-0-691-12972-378 4. Powers, John, A Concise Introduction to Tibetan Buddhism, (Ithaca, NY: Snow Lion Publications, 2008). ISBN 978-1-55939-296-9 5. Santideva, A Guide to the Bodhisattva Way of Life (Bodhicaryavatara), tr. Vesna A. Wallace & B. Alan Wallace (Ithaca, New York: Snow Lion Publications, 1997). ISBN 978-1-55939-061-1 6. Tsering, Geshe Tashi, Emptiness (Boston: Wisdom Publications, 2009). ISBN 978-086171-511-3 7. Yeshe, Lama Thubten, Introduction to Tantra: The Transformation of Desire (Boston: Wisdom Publications, 2001). ISBN 978-161-4291558 I will be delighted to talk with you outside of class. Make an appointment to see me or come by during my office hours. Office: Ladd 217. Email: [email protected] Office phone: 580-5407 (Please do not call me at home.) Office hours: Monday and Wednesday: 4:30-5:30 Tuesday and Thursday: 3:30-4:30 (other times Friday: 1:00-2:00 by appointment) THE BUDDHIST BACKGROUND IN INDIA: THERAVADA AND MAHAYANA Jan 25: Introduction to the course; Powers, Introduction & The Indian Background (Ch. 1); Keown, Buddhism & Elephants (Ch. 1); Keown, The Buddha (Ch. 2); Keown, The Four Noble Truths (Ch. 4); Film: "Buddhism: Footprint of the Buddha." 27: Powers, Some Important Buddhist Doctrines (Ch. 3); Keown, Karma & Rebirth (Ch. 3); Batchelor/Thurman, ‘‘ Reincarnation: A Debate’’ (handout); Keown, Ethics (Ch. 8). DF1.1 Feb 1: -----, There is no Ego or Person; Rebirth is Not Transmigration (handout); Powers, Mahayana (Ch. 2); Keown, The Mahayana (Ch. 5); DF1.2 Garfield, What is ‘‘ Buddhist Philosophy’’ ?(handout).DF1.3 3: Keown, Meditation (Ch. 7); Powers, Meditation (Ch. 4); Dreyfus, Meditation as Ethical Activity (handout). DF1.4 8: -----, The Heart of the Perfection of Wisdom Sutra (Tsering, Appendix, 131-133); Rabten, The Heart of Wisdom (handout); DF1.5 Santideva, A Guide to the Bodhisattva Way of Life DF1.6 (Preface & Introduction & Ch. I, II, III, IV, V). 10: Santideva, A Guide to the Bodhisattva Way of Life (Ch. VI, VII, VIII, X; browse in Ch. IX); DF2.1 DF2.2 MADHYAMIKA BUDDHISM IN TIBET 15: Tsering, The Revolution of Selflessness (Ch. 1); DF2.3 Tsering, Prerequisites for Understanding Selflessness(Ch2) 17: Tsering, Concepts of Selfhood (Ch. 3 but not 55-59);DF2.4 Kapstein, Philosophical developments & disputes (Ch. 5). 22: Tsering, Selflessness in Svatantrika Madyamkika (55-59); Tsering, Differences between Svantanrika & Prasangika (Ch. 4). DF2.5 24: Tsering, Prasangika’s Unique Presentation of Emptiness(Ch5 Tsering, Establishing Emptiness (Ch. 6). DF2.6 27: Optional day trip to at Karma Triyana Dharmachakra. 29: Tsering, Emptiness & Dependent Arising (Ch. 7). DF3.1 Mar 2: Powers, Other-Emptiness (108-110); Tulstrim Gyamtso, The Shentong Approach (handout); DF3.2 Williams, The Tathagatagarbha (handout). DF3.3 4 (Friday): Outline due on Svatantrika vs. Prasangika. 7: Outline due on Rangtong vs. Shentong; Debate essay topic in class. 9: Essay due on Madhyamika. 14 Spring 16 break TANTRIC BUDDHISM IN TIBET 21: Yeshe, Introduction to Tantra (Preface & Ch. 1-8). DF3.4 23: Yeshe, Introduction to Tantra (Ch. 9-12 & Afterword)DF3.5 Research consultation in library. 28: Powers, Tantra (Ch. 5, 63-94 only); Kapstein, Enlightenment in this very body (Ch. 6); DF3.6 Lopez, Introduction (RTP). DF4.1 30: Kapstein, The world of gods, demons, and men (Ch. 1); Kapstein, Sources of Tibetan religious traditions (Ch. 2). Apr 1 (Friday): Research paper topic due. DF4.2 DF4.3 4: Kapstein, The growth of the orders and schools (Ch. 3); Powers, The Four Orders (Ch. 6). DF4.4 TIBETAN BUDDHIST RITUALS & PRACTICES 6: Powers, Death & Dying in Tibetan Buddhism (94-102);DF4.5 Kapstein, When this life ends (Ch. 7); DF4.6 Lopez, Mindfulness of Death (RTP Ch. 22)); Germano, Dying, Death, and Other Opportunities (RPT Ch. 23). DF5.1 11: Germano, Food, Clothes, Dreams, & Karmic Propensities (RTP, Ch.14). DF5.2 13: a. Kohn, A Rite of Empowerment (RTP Ch. 9); DF5.3 b. Bentor, Horseback Consecration Ritual (RTP Ch. 10); c. Kohn, An Offering of Torma (RTP Ch. 11); DF5.4 DF5.5 d. Gyatso, An Avalokiteshvara Sadhana (RTP Ch. 12);DF5.6 e. Jackson, A Fasting Ritual (RTP Ch. 13). DF6.1 18: Prof. Benjamin Bogin, class visit. DF6.2 20: a. Lopez, Exorcising Demons with Buddhist Sutra(handout); b. Kapstein, Turning Back Gossip (RTP Ch. 26); DF6.3 c. Klein & Sangpo, Hail Protection (RTP Ch. 27); DF6.4 d. Lopez, A Prayer Flag for Tara (RTP Ch. 28); DF6.5 e. Kapstein, Tibetan Buddhism Today (Ch. 8). DF6.6 25: Presentation 1: Presentation 2: Presentation 3: Presentation 4: 27: Presentation 5: Presentation 6: Presentation 7: Presentation 8: May 2: Presentation 9: Presentation 10: Presentation 11: Presentation 12: 9: (Monday): Research paper due, 3:00 p.m. sharp in Ladd 217. COURSE REQUIREMENTS: (1) Participation (25%): The combination of (a) your attendance and the quantity and quality of your class discussion, (b) the discussion foci, and (c) the study guides will count 25% of your final course grade. Class participation is essential to your learning in this course, so I urge you to participate fully and actively in our class discussions. (a) ATTENDANCE IS REQUIRED AT ALL CLASSES (unless you have a certified medical excuse). I will grade your attendance and contribution to discussion as follows: A or A- = attend all classes and make useful contributions to discussion in nearly every class. B+ or B = attend all classes and make regular contributions. B- = attend all classes but seldom speak. C, D, F = one or more absences no matter how much you talk. Please do not arrive in class late. Please do not leave the room during class unless it is absolutely necessary. (Leaving class unnecessarily is rude and distracts me and other students. It also suggests a lack of concentration or lack of interest on your part.) Please turn off all electronic devices! Since learning during class depends directly on the reading and writing assignments, all assignments must be completed on time. Your understanding of class discussions, and the quality of class discussion itself, depend on how well you have prepared the reading assignments, so read the assignments carefully and critically. Take notes or outline the reading so you are well prepared for class discussion. The Skidmore College guideline is that students should study two hours outside of class for every hour of class time. Note that this course earns four, not three, credits, so this course involves considerable more work than a three credit course. Compared to a three credit course, this course has an additional 30 minutes of class time each Monday and Wednesday, and also an additional hour of work outside of class for each Monday and Wednesday class. Since each class is 1 hour and 50 minutes long, I expect you to spend about 3 1/2 hours preparing for each of our classes, and I have assigned work based on that expectation. I suggest that you work out a study schedule that sets aside a regular study period to prepare for each class. Use the full study time--if you finish the reading quickly, go back to reflect on the reading more deeply by re-reading, by underlining, by taking notes, etc. (b) Discussion focus: Six times during the semester you and a partner will meet together outside of class to discuss what to focus on. Choose one passage in the reading and focus our class discussion on it by raising questions or criticisms, by connecting it to other things in the course, by developing it further, etc. The task is not to summarize the reading, but to focus our discussion on a specific issue that you find important. These are marked DF on the schedule of assignments above. (c) Study guides: Written study guide assignments on the reading will be assigned for almost every class. These will be graded pass/fail. They will be due at the beginning of class, and normally late study guides will not be accepted for credit. (2) Essay (25%): An essay of about 10 typed (double-spaced) pages is due in class on March 9 (just before spring break). I will provide detailed instructions well in advance. (3) Research paper (50%): On Friday, April 1st, a written statement of a topic for your research paper is due. Before April 1st, a librarian will discuss research methods with the class, and I will meet with you to help you focus a topic. I will provide more detailed instructions later. The research project will culminate in two events: (b) Class presentation: During one of our final classes, you will have 25 minutes to discuss your research project. I will provide more detailed instructions later. (c) Paper: A paper of about 15 typed (double-spaced) pages will be due at 3:00 p.m. sharp on Monday, May 9 (the first day of exam week).
Load more

Recommended publications
  • Buddhism in America
    Buddhism in America The Columbia Contemporary American Religion Series Columbia Contemporary American Religion Series The United States is the birthplace of religious pluralism, and the spiritual landscape of contemporary America is as varied and complex as that of any country in the world. The books in this new series, written by leading scholars for students and general readers alike, fall into two categories: some of these well-crafted, thought-provoking portraits of the country’s major religious groups describe and explain particular religious practices and rituals, beliefs, and major challenges facing a given community today. Others explore current themes and topics in American religion that cut across denominational lines. The texts are supplemented with care- fully selected photographs and artwork, annotated bibliographies, con- cise profiles of important individuals, and chronologies of major events. — Roman Catholicism in America Islam in America . B UDDHISM in America Richard Hughes Seager C C Publishers Since New York Chichester, West Sussex Copyright © Columbia University Press All rights reserved Library of Congress Cataloging-in-Publication Data Seager, Richard Hughes. Buddhism in America / Richard Hughes Seager. p. cm. — (Columbia contemporary American religion series) Includes bibliographical references and index. ISBN ‒‒‒ — ISBN ‒‒‒ (pbk.) . Buddhism—United States. I. Title. II. Series. BQ.S .'—dc – Casebound editions of Columbia University Press books are printed on permanent and durable acid-free paper.
    [Show full text]
  • Buddhism and Responses to Disability, Mental Disorders and Deafness in Asia
    Buddhism and Responses to Disability, Mental Disorders and Deafness in Asia. A bibliography of historical and modern texts with introduction and partial annotation, and some echoes in Western countries. [This annotated bibliography of 220 items suggests the range and major themes of how Buddhism and people influenced by Buddhism have responded to disability in Asia through two millennia, with cultural background. Titles of the materials may be skimmed through in an hour, or the titles and annotations read in a day. The works listed might take half a year to find and read.] M. Miles (compiler and annotator) West Midlands, UK. November 2013 Available at: http://www.independentliving.org/miles2014a and http://cirrie.buffalo.edu/bibliography/buddhism/index.php Some terms used in this bibliography Buddhist terms and people. Buddhism, Bouddhisme, Buddhismus, suffering, compassion, caring response, loving kindness, dharma, dukkha, evil, heaven, hell, ignorance, impermanence, kamma, karma, karuna, metta, noble truths, eightfold path, rebirth, reincarnation, soul, spirit, spirituality, transcendent, self, attachment, clinging, delusion, grasping, buddha, bodhisatta, nirvana; bhikkhu, bhikksu, bhikkhuni, samgha, sangha, monastery, refuge, sutra, sutta, bonze, friar, biwa hoshi, priest, monk, nun, alms, begging; healing, therapy, mindfulness, meditation, Gautama, Gotama, Maitreya, Shakyamuni, Siddhartha, Tathagata, Amida, Amita, Amitabha, Atisha, Avalokiteshvara, Guanyin, Kannon, Kuan-yin, Kukai, Samantabhadra, Santideva, Asoka, Bhaddiya, Khujjuttara,
    [Show full text]
  • BUDDHISM, MEDITATION, and the NEGOTIATION of the PUBLIC SPHERE by Leana Marie Rudolph a Capstone Project Submitted for Graduatio
    BUDDHISM, MEDITATION, AND THE NEGOTIATION OF THE PUBLIC SPHERE By Leana Marie Rudolph A capstone project submitted for Graduation with University Honors May 20, 2021 University Honors University of California, Riverside APPROVED Dr. Matthew King Department of Religious Studies Dr. Richard Cardullo, Howard H Hays Jr. Chair University Honors ABSTRACT This capstone serves to map and gather the oral histories of formerly undocumented Buddhist communities pertaining to their lived experiences in the Inland Empire. The ethnographic fieldwork conducted of 11 sites over the period of 12 months explored the intersection of diaspora, economy, and religious affiliation. This research begins to explore this junction by undertaking a qualitative and quantitative study that will map Buddhist life in the Inland Empire today. It will include interviews, providing oral histories, and will be accessible through a GIS map, helping Religious Studies and Anthropologist scholars to locate these sites and have background information on these locations. The Inland Empire represents many heavily populated, post-agricultural, and manufacturing areas in America today, which since the 1970s and especially since 2008 has suffered from many economic and social crises related to suburban poverty, as well as waves of demographic changes. Taking the Inland Empire as a petri dish for broader trends at the intersection of religion, economy, and the social in the American public sphere today, this capstone project hopes to determine how Buddhism forms at these intersections, what new stories about life in the Inland Empire Buddhist sites and communities help illuminate, and what forms of digital interfacing best brings anthropological analyses to the publics it examines.
    [Show full text]
  • Satya Studio
    Satya Studio http://www.satyasattva.com/ Enneagram of Personality Workshop and Classes Satya Sattva is a Mind & Body wellness center, spiritual and esoteric study group, and a school of thought. We provide classes and workshops in modern & traditional Yoga, Meditation, Qigong and Tai Chi, and Eastern philosophy. Dr. Adina Riposan-Taylor Dr. Adina Riposan-Taylor (Saraswati Devi) is the founder of Satya Sattva Saraswati Devi studio and study group. Adina is life-time committed to self-development practice and study, such as Yoga and Meditation, Qigong and Tai Chi, George I. Gurdjieff was an philosophy and contemplative comparative studies in Buddhism, influential spiritual teacher Hinduism, Shivaism, Sufism, Taoism, and Christianity, as well as self- of the early to mid-20th inQuiry and Transpersonal Psychology. century who believed that most human beings lived Adina studied the Enneagram of Personality system for two years and their lives in a state of she was part of an Enneagram study group for over five years. She has hypnotic "waking sleep", further chosen the Enneagram self-development practice as one of but that it was possible the main reflection and self-awareness disciplines in her psychological to transcend to a higher and spiritual paths towards enlightenment. state of consciousness, and to achieve full human Adina has practiced Meditation for 22 years and Yoga for 15 years, in potential. He taught the several countries in Europe, as well as in the USA. Her experience Enneagram aiming to bring covers a wide variety of yoga branches and styles, such as Hatha Yoga, self-awareness in people's Kriya Yoga, Kundalini Yoga, Jnana Yoga, Raja Yoga, Tantra Yoga, daily lives and humanity's Vinyasa and Ashtanga Yoga.
    [Show full text]
  • Secondary Indian Culture and Heritage
    Culture: An Introduction MODULE - I Understanding Culture Notes 1 CULTURE: AN INTRODUCTION he English word ‘Culture’ is derived from the Latin term ‘cult or cultus’ meaning tilling, or cultivating or refining and worship. In sum it means cultivating and refining Ta thing to such an extent that its end product evokes our admiration and respect. This is practically the same as ‘Sanskriti’ of the Sanskrit language. The term ‘Sanskriti’ has been derived from the root ‘Kri (to do) of Sanskrit language. Three words came from this root ‘Kri; prakriti’ (basic matter or condition), ‘Sanskriti’ (refined matter or condition) and ‘vikriti’ (modified or decayed matter or condition) when ‘prakriti’ or a raw material is refined it becomes ‘Sanskriti’ and when broken or damaged it becomes ‘vikriti’. OBJECTIVES After studying this lesson you will be able to: understand the concept and meaning of culture; establish the relationship between culture and civilization; Establish the link between culture and heritage; discuss the role and impact of culture in human life. 1.1 CONCEPT OF CULTURE Culture is a way of life. The food you eat, the clothes you wear, the language you speak in and the God you worship all are aspects of culture. In very simple terms, we can say that culture is the embodiment of the way in which we think and do things. It is also the things Indian Culture and Heritage Secondary Course 1 MODULE - I Culture: An Introduction Understanding Culture that we have inherited as members of society. All the achievements of human beings as members of social groups can be called culture.
    [Show full text]
  • 1 Mapping Monastic Geographicity Or Appeasing Ghosts of Monastic Subjects Indrani Chatterjee
    1 Mapping Monastic Geographicity Or Appeasing Ghosts of Monastic Subjects Indrani Chatterjee Rarely do the same apparitions inhabit the work of modern theorists of subjectivity, politics, ethnicity, the Sanskrit cosmopolis and medieval architecture at once. However, the South Asianist historian who ponders the work of Charles Taylor, Partha Chatterjee, James Scott and Sheldon Pollock cannot help notice the apparitions of monastic subjects within each. Tamara Sears has gestured at the same apparitions by pointing to the neglected study of monasteries (mathas) associated with Saiva temples.1 She finds the omission intriguing on two counts. First, these monasteries were built for and by significant teachers (gurus) who were identified as repositories of vast ritual, medical and spiritual knowledge, guides to their practice and over time, themselves manifestations of divinity and vehicles of human liberation from the bondage of life and suffering. Second, these monasteries were not studied even though some of these had existed into the early twentieth century. Sears implies that two processes have occurred simultaneously. Both are epistemological. One has resulted in a continuity of colonial- postcolonial politics of recognition. The identification of a site as ‘religious’ rested on the identification of a building as a temple or a mosque. Residential sites inhabited by religious figures did not qualify for preservation. The second is the foreshortening of scholarly horizons by disappeared buildings. Modern scholars, this suggests, can only study entities and relationships contemporaneous with them and perceptible to the senses, omitting those that evade such perception or have disappeared long ago. This is not as disheartening as one might fear.
    [Show full text]
  • Getting to Know the Four Schools of Tibetan Buddhism
    THE FOUR ORDERS: BOOK EXCERPT Getting to know the Four Schools of Tibetan Buddhism hundreds ofyears that the four main been codified by Tibetan intellectual historians, who categorize Buddha's teachings in terms of three distinct of Tibetan Buddhism — Nyingma, vehicles — the Lesser Vehicle (Hinayana), the Great Vehicle akya, and Gelug — have evolved out of (Mahayana), and the Vajra Vehicle (Vajrayana) — each of which was intended to appeal to the spiritual capacities of their common roots in India, a wide array of particular groups. divergent practices, beliefs, and rituals have • Hinayana was presented to people intent on personal salvation in which one transcends come into being. However, there are signifi- suffering and is liberated from cyclic existence. • The audience of Mahayana teachings included cant underlying commonalities between the trainees with the capacity to feel compassion for different traditions, such as the importance the sufferings of others who wished to seek awakening in order to help sentient beings over- of overcoming attachment to the phenomena come their sufferings. of cyclic existence, and the idea that it is • Vajrayana practitioners had a strong interest in the welfare of others, coupled with determination necessary for trainees to develop an attitude to attain awakening as quickly as possible, and the spiritual capacity to pursue the difficult practices of sincere renunciation. John Powers' fasci- of tantra. nating and comprehensive book, Introduction Indian Buddhism is also commonly divided by scholars of the four Tibetan orders into four main schools of tenets to Buddhism, re-issued by Snow Lion in — Great Exposition School, Sutra School, Mind Only School, September 2007, contains a lucid explanation and Middle Way School.
    [Show full text]
  • RIGHTVIEW Quarterly Dharma in Practice Fall 2007
    RIGHTVIEW Quarterly Dharma in Practice fall 2007 Master Ji Ru, Editor-in-Chief Xianyang Carl Jerome, Editor Carol Corey, Layout and Artwork Will Holcomb, Production Assistance Subscribe at no cost at www.rightviewonline.org or by filling out the form on the back page. We welcome letters and comments. Write to: [email protected] or the address below RIGHTVIEW QUARTERLY is published at no cost to the subscriber by the Mid-America Buddhist Association (MABA) 299 Heger Lane Augusta, Missouri 63332-1445 USA The authors of their respective articles retain all copyrights More artwork by Carol Corey may be seen at www.visualzen.net Our deepest gratitude to Concept Press in New York City, and Mr. King Au for their efforts and generosity in printing and distributing Rightview Quarterly. VISIT www.RightviewOnline.org ABOUT THE COVER: This Japanese handscroll from the mid-12th century records in opulent gold calligraphy the text of the Heart Sutra. The scroll originally came from a large set of the Buddhist scriptural canon, probably numbering more than 5,000 scrolls, that were dedicated to Chuson-ji Temple in present-day Iwate Prefecture. Chuson-ji was founded in 1105 and the Northern Fujiwara warriors lavishly patronized the temple until their demise at the end of that century. Copyright, The British Museum, published with permission. P r e s e n t V i e w Editor Xianyang Carl Jerome explains here that reconciliation is our practice, and addresses this idea again in the context of Buddhist social engagement in the article Those Pictures on page 24.
    [Show full text]
  • Buddhism.Htm Buddhism
    file:///H|/DG%20Work/Religious%20Services%20TRM/Buddhism.htm Buddhism Religious Practices Religious Items Requirements for Membership Medical Prohibitions Dietary Standards Burial Rituals Sacred Writings Organizational Structure History ■ The Life of Shakyamuni Buddha ■ Early Buddhist Developments (500 B.C.E. - 0 C.E.) ■ The Development of Mahayana Buddhism (0 C.E. - 500 C.E.) ■ Tantra and Ch'an (500 C.E.-1000 C.E.) ■ The Fourth Period (1000 C.E. - present) Theology ■ Buddhism and Common Beliefs in India ■ The Four Noble Truths ■ The Noble Eight-fold Path ■ Concept of Deity ■ The Three Marks of Existence ■ The Nature of the Buddha's Teachings ■ The Paramitas Glossary of Buddhist Terms Religious Accouterments (with Pictures) There are three major Buddhist traditions: Theravada, Mahayana, and Vajrayana. Theravada Buddhism is mainly practiced in the Southeast Asian countries of Sri Lanka, Thailand, and Myanmar (Burma). Mahayana Buddhism is primarily practiced in China, Korea, and Japan. Vajrayana Buddhism is practiced in the Central Asian areas of Tibet and Mongolia, and in the Shingon school in Japan. The Dalai Lama is representative of this tradition. In addition, many independent Buddhist groups have formed following the teachings of a specific leader. This is especially true of Buddhism in the United States. To do no evil, To cultivate the good, To purify one’s mind. This is the teaching of the Buddha. Dhammapada, 183 RELIGIOUS PRACTICES Required Daily Observances. Although differences may be seen among the Buddhist traditions, most observe the following: acts of devotion (bowing, making offerings of incense and food, and honoring sacred objects); upholding the precepts and the six paramitas through meditation; and the study and chanting of sacred writings in developing wisdom, compassion, and the attainment of Buddhahood.
    [Show full text]
  • Teaching the Relative and Ultimate Truths
    ༄༅། །ན་ོབ་དང་དོན་དམ་པ་བན་པ་བན་པ། Teaching the Relative and Ultimate Truths Saṃvṛti paramārtha satya nirdeśa འཕགས་པ་ན་ོབ་དང་དོན་དམ་པ་བན་པ་བན་པ་ས་་བ་ག་པ་ན་པོ་མདོ། ’phags pa kun rdzob dang don dam pa’i bden pa bstan pa zhes bya ba theg pa chen po’i mdo The Noble Mahāyāna Sūtra “Teaching the Relative and Ultimate Truths” Ārya saṃvṛti paramārtha satya nirdeśa nāma mahā yāna sūtra Toh 179 Degé Kangyur, vol. 60 (mdo sde, ma), folios 244.b–266.b. Translated by the Dharmachakra Translation Group under the patronage and supervision of 84000: Translating the Words of the Buddha First published 2014 Current version v 2.24.7 (2021) Generated by 84000 Reading Room v2.1.32 84000: Translating the Words of the Buddha is a global non-profit initiative to translate all the Buddha’s words into modern languages, and to make them available to everyone. This work is provided under the protection of a Creative Commons CC BY-NC-ND (Attribution - Non- commercial - No-derivatives) 3.0 copyright. It may be copied or printed for fair use, but only with full attribution, and not for commercial advantage or personal compensation. For full details, see the Creative Commons license. This print version was generated at 2.19pm on Monday, 22nd February 2021 from the online version of the text available on that date. If some time has elapsed since then, this version may have been superseded, as most of 84000’s published translations undergo significant updates from time to time.
    [Show full text]
  • An Analysis of Tantrayana (Vajrayana)
    An Analysis ofTantrayana (Vajrayana) Prof. P. G. Yogi T antra is a discipline, a method and study. It is based on a rational founda­ tion, is conceivable in theoretic consciousness and relizeable through Yogik experiences. Ironically, however, there are those who have ignored these points and picked up bits ti'om particular sad hanas, partS of which are apparemly vulgar and obnoxious, and come to the conclusion that Tantrik spiritual practices resort to sexual indulgence. Before entering further into this de­ bate, it needs to be mentioned here that in the Tantras, the ideal of woman­ hood has been epiromized and raised to the exalted position of motherhood which in itself is unique in the history of spiritual literature of the world. Moreover, it is dearly stated in the Tantras that the secret of life lies in sexual control and death in sexual indulgence (Maranam Bindu paten, telletam Bindu Dharanat). As against the conventional ascetic disciplines, the Tantras uphold the theory of sublimation in which asceticism has been equated with sexuality. In this theory, desire itself is subjected to rigorous discipline and used to conq uef desire. There are others who subscribe anything ugly, erotic, spiritualistic and magical to tile Tantras. They produce tantastic stories gar­ nished with absurd episodes relating to astral plane and connect them tQ Tantras. They forget that Tantra is a meta-science (surya-vitnam) dealing with consciousness, variable at every stage of spiritual experience. Further, the realization of supreme Truth which will give a true perspective of the Tantras has been interpreted in various ways.
    [Show full text]
  • Roads of Dialogue Lumbini Development Trust/Nepal
    Paper Presented On the Occasion of UNESCO's Integral Study of the Silk Roads: Roads of Dialogue Lumbini Development Trust/Nepal National Commission for UNESCO Buddhist Route Expedition, Nepal September 21-30, 1995 Lumbini, The birTh-PLace of Lord buddha *** Dr. Ram Niwas Pandey Professor and Head of the Department of Nepalese History, Culture and Archaeology Tribhuvan University, Kirtipur Kathmandu, Nepal September 1995 1 Lumbini, The birTh-PLace of Lord buddha Dr. Ram Niwas Pandey* Resplendent with the ideals of Later Vedic Religion when most people of the Indian sub-continent were vexed in the tradition of animal sacrifice for gaining the knowledge of enlightenment and finally the salvation from the chain of births and deaths, Buddha, the Exalted Lord of Asia, took his birth at Lumbini in the grove of the Sal trees in 563 B.C.1 and after receiving Buddhahood in 523 B.C. at Bodhgaya he wandered in the whole Aryavarta to dispel the ignorance of the bewildered people by preaching his noble principles to them up to the age of eighty and then at Kushinagar he left his corporeal body for eternal peace. The Buddha was the first philosopher to speak in the favour of universal brotherhood of man, to reject the theory of caste and he proclaimed that caste and class prejudices are two major obstacles to higher morality and knowledge, and, therefore to salvation.2 Therefore, he initiated the monks to wander in each direction “for the gain of many, for the welfare of the many, for showing forth compassion on the world; for the good, for the gain,
    [Show full text]