The Rimé Activities of Shabkar Tsokdruk Rangdrol (1781-1851)1
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Cross-Currents 31 | 1 Introduction
UC Berkeley Cross-Currents: East Asian History and Culture Review Title Introduction to "Buddhist Art of Mongolia: Cross-Cultural Connections, Discoveries, and Interpretations" Permalink https://escholarship.org/uc/item/5kj9c57m Journal Cross-Currents: East Asian History and Culture Review, 1(31) ISSN 2158-9674 Author Tsultemin, Uranchimeg Publication Date 2019-06-01 eScholarship.org Powered by the California Digital Library University of California Introduction to “Buddhist Art of Mongolia: Cross-Cultural Connections, Discoveries, and Interpretations” Uranchimeg Tsultemin, Indiana University–Purdue University Indianapolis (IUPUI) Uranchimeg, Tsultemin. 2019. “Introduction to ‘Buddhist Art of Mongolia: Cross-Cultural Connections, Discoveries, and Interpretations.’” Cross-Currents: East Asian History and Culture Review (e-journal) 31: 1– 6. https://cross-currents.berkeley.edu/e-journal/issue-31/introduction. A comparative and analytical discussion of Mongolian Buddhist art is a long overdue project. In the 1970s and 1980s, Nyam-Osoryn Tsultem’s lavishly illustrated publications broke ground for the study of Mongolian Buddhist art.1 His five-volume work was organized by genre (painting, sculpture, architecture, decorative arts) and included a monograph on a single artist, Zanabazar (Tsultem 1982a, 1986, 1987, 1988, 1989). Tsultem’s books introduced readers to the major Buddhist art centers and sites, artists and their works, techniques, media, and styles. He developed and wrote extensively about his concepts of “schools”—including the school of Zanabazar and the school of Ikh Khüree—inspired by Mongolian ger- (yurt-) based education, the artists’ teacher- disciple or preceptor-apprentice relationships, and monastic workshops for rituals and production of art. The very concept of “schools” and its underpinning methodology itself derives from the Medieval European practice of workshops and, for example, the model of scuola (school) evidenced in Italy. -
2018 Sakya Institute for Buddhist Studies Calendar.Xlsx
SAKYA INSTITUTE FOR BUDDHIST STUDIES 59 Church Street, Unit 3 Cambridge, MA 02138 sakya.net Registration is required by emaiL ([email protected]) Time Requirement Green Tara sadhana instruction and practice to accomplish mantra accumulation 26th; 7 - 9 pm Attendance on January 26th; Registration required. Continuing Vajrayogini sadhana practice to accomplish mantra accumulation and 23rd, 30th; 7 - 9 pm Vajrayogini Empowerment (Naropa Lineage); Registration required. instruction on Vajrayogini Self-Initiation practice Mangalam Yantra Yoga Level 6 25th; 7 - 9 pm Complete Yantra Level 5; Registration required. January Prajnaparamita Weekend Retreat 14th; 12 - 4 pm Open to public; $50; Registration required. Lion Headed Dakini Simhamukha Weekend Retreat 21st; 12 - 4 pm Open to public; $50; Registration required. Sitatapatra (White Umbrella) Weekend Retreat 28th; 12 - 4 pm Open to public; $50; Registration required. Meditation and Tara Puja 7th, 14th, 21st, 28th; 10 am - 12 pm Open to public Green Tara sadhana instruction and practice to accomplish mantra accumulation 2nd, 9th, 16th, 23rd; 7 - 9 pm Attendance on January 26th; Registration required. Continuing Vajrayogini sadhana practice to accomplish mantra accumulation and 6th, 13th, 20th, 27th; 7 - 9 pm Vajrayogini Empowerment (Naropa Lineage); Registration required. instruction on Vajrayogini Self-Initiation practice February Mangalam Yantra Yoga Level 6 1st, 8th, 15th, 22nd; 7 - 9 pm Complete Yantra Level 5; Registration required. Meditation and Tara Puja 4th, 11th, 18th, 25th; 10 am - 12 pm Open to public Green Tara sadhana instruction and practice to accomplish mantra accumulation 2nd, 9th, 16th, 23rd, 30th; 7 - 9 pm Attendance on January 26th; Registration required. Continuing Vajrayogini sadhana practice to accomplish mantra accumulation and 6th, 13th, 20th, 27th; 7 - 9 pm Vajrayogini Empowerment (Naropa Lineage); Registration required. -
Chariot of Faith Sekhar Guthog Tsuglag Khang, Drowolung
Chariot of Faith and Nectar for the Ears A Guide to: Sekhar Guthog Tsuglag Khang Drowolung Zang Phug Tagnya Foundation for the Preservation of the Mahayana Tradition 1632 SE 11th Avenue Portland, OR 97214 USA www.fpmt.org © 2014 Foundation for the Preservation of the Mahayana Tradition, Inc. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system or technologies now known or developed, without permission in writing from the publisher. Set in Goudy Old Style 12/14.5 and BibleScrT. Cover image over Sekhar Guthog by Hugh Richardson, Wikimedia Com- mons. Printed in the USA. Practice Requirements: Anyone may read this text. Chariot of Faith and Nectar for the Ears 3 Chariot of Faith and Nectar for the Ears A Guide to Sekhar Guthog, Tsuglag Khang, Drowolung, Zang Phug, and Tagnya NAMO SARVA BUDDHA BODHISATTVAYA Homage to the buddhas and bodhisattvas! I prostrate to the lineage lamas, upholders of the precious Kagyu, The pioneers of the Vajrayana Vehicle That is the essence of all the teachings of Buddha Shakyamuni. Here I will write briefly the story of the holy place of Sekhar Guthog, together with its holy objects. The Glorious Bhagavan Hevajra manifested as Tombhi Heruka and set innumerable fortunate ones in the state of buddhahood in India. He then took rebirth in a Southern area of Tibet called Aus- picious Five Groups (Tashi Ding-Nga) at Pesar.1 Without discourage- ment, he went to many different parts of India where he met 108 lamas accomplished in study and practice, such as Maitripa and so forth. -
VT Module6 Lineage Text Major Schools of Tibetan Buddhism
THE MAJOR SCHOOLS OF TIBETAN BUDDHISM By Pema Khandro A BIRD’S EYE VIEW 1. NYINGMA LINEAGE a. Pema Khandro’s lineage. Literally means: ancient school or old school. Nyingmapas rely on the old tantras or the original interpretation of Tantra as it was given from Padmasambhava. b. Founded in 8th century by Padmasambhava, an Indian Yogi who synthesized the teachings of the Indian MahaSiddhas, the Buddhist Tantras, and Dzogchen. He gave this teaching (known as Vajrayana) in Tibet. c. Systemizes Buddhist philosophy and practice into 9 Yanas. The Inner Tantras (what Pema Khandro Rinpoche teaches primarily) are the last three. d. It is not a centralized hierarchy like the Sarma (new translation schools), which have a figure head similar to the Pope. Instead, the Nyingma tradition is de-centralized, with every Lama is the head of their own sangha. There are many different lineages within the Nyingma. e. A major characteristic of the Nyingma tradition is the emphasis in the Tibetan Yogi tradition – the Ngakpa tradition. However, once the Sarma translations set the tone for monasticism in Tibet, the Nyingmas also developed a monastic and institutionalized segment of the tradition. But many Nyingmas are Ngakpas or non-monastic practitioners. f. A major characteristic of the Nyingma tradition is that it is characterized by treasure revelations (gterma). These are visionary revelations of updated communications of the Vajrayana teachings. Ultimately treasure revelations are the same dharma principles but spoken in new ways, at new times and new places to new people. Because of these each treasure tradition is unique, this is the major reason behind the diversity within the Nyingma. -
The Tibetan Book of the Dead: Its History and Controversial Aspects of Its Contents
The Tibetan Book of the Dead: Its History and Controversial Aspects of its Contents Michael Nahm, Ph.D. Freiburg, Germany ABSTRACT: In recent decades, the Tibetan Book of the Dead (TBD) has attracted much attention from Westerners interested in Eastern spirituality and has been discussed in the literature on dying and near-death experiences. However, the history of the TBD has practically been ignored in that literature up to now. This history has been elaborated in detail by Tibetologist Bryan Cuevas (2003). To bring this history to the attention of scholars in the field of near-death studies, I present in this paper a summary of the TBD’s development based primarily on the work of Cuevas (2003). The summary shows that the TBD was gradually elaborated within a specific Tibetan Buddhist context, the Dzokchen tradition. In comparing features of first-hand reports of the death and dying process as reported in the TBD with those reported in four other categories—Tibetan délok, near-death experiencers, mediums, and children who remember previous lives— I find that some features are consistent but that other key features are not. Be- cause it seems likely that inconsistent features of the TBD reflect idiosyncratic dying and afterlife concepts of the Dzokchen tradition, scholars in the field of near-death studies and others should be careful about adopting the contents of the TBD without question. KEY WORDS: Tibetan Book of the Dead, Clear Light, bardo, délok, near-death experience Michael Nahm, Ph.D., is a biologist. After conducting research for several years in the field of tree physiology, he is presently concerned with developing improved strate- gies for harvesting woody plants for energetic use. -
Buddhist Archeology in Mongolia: Zanabazar and the Géluk Diaspora Beyond Tibet
Buddhist Archeology in Mongolia: Zanabazar and the Géluk Diaspora beyond Tibet Uranchimeg Tsultemin, Indiana University–Purdue University Indianapolis (IUPUI) Uranchimeg, Tsultemin. 2019. “Buddhist Archeology in Mongolia: Zanabazar and the Géluk Dias- pora beyond Tibet.” Cross-Currents: East Asian History and Culture Review (e-journal) 31: 7–32. https://cross-currents.berkeley.edu/e-journal/issue-31/uranchimeg. Abstract This article discusses a Khalkha reincarnate ruler, the First Jebtsundampa Zanabazar, who is commonly believed to be a Géluk protagonist whose alliance with the Dalai and Panchen Lamas was crucial to the dissemination of Buddhism in Khalkha Mongolia. Za- nabazar’s Géluk affiliation, however, is a later Qing-Géluk construct to divert the initial Khalkha vision of him as a reincarnation of the Jonang historian Tāranātha (1575–1634). Whereas several scholars have discussed the political significance of Zanabazar’s rein- carnation based only on textual sources, this article takes an interdisciplinary approach to discuss, in addition to textual sources, visual records that include Zanabazar’s por- traits and current findings from an ongoing excavation of Zanabazar’s Saridag Monas- tery. Clay sculptures and Zanabazar’s own writings, heretofore little studied, suggest that Zanabazar’s open approach to sectarian affiliations and his vision, akin to Tsongkhapa’s, were inclusive of several traditions rather than being limited to a single one. Keywords: Zanabazar, Géluk school, Fifth Dalai Lama, Jebtsundampa, Khalkha, Mongo- lia, Dzungar Galdan Boshogtu, Saridag Monastery, archeology, excavation The First Jebtsundampa Zanabazar (1635–1723) was the most important protagonist in the later dissemination of Buddhism in Mongolia. Unlike the Mongol imperial period, when the sectarian alliance with the Sakya (Tib. -
The Nine Yanas
The Nine Yanas By Cortland Dahl In the Nyingma school, the spiritual journey is framed as a progression through nine spiritual approaches, which are typically referred to as "vehicles" or "yanas." The first three yanas include the Buddha’s more accessible teachings, those of the Sutrayana, or Sutra Vehicle. The latter six vehicles contain the teachings of Buddhist tantra and are referred to as the Vajrayana, or Vajra Vehicle. Students of the Nyingma teachings practice these various approaches as a unity. Lower vehicles are not dispensed with in favor of supposedly “higher” teachings, but rather integrated into a more refined and holistic approach to spiritual development. Thus, core teachings like renunciation and compassion are equally important in all nine vehicles, though they may be expressed in more subtle ways. In the Foundational Vehicle, for instance, renunciation involves leaving behind “worldly” activities and taking up the life of a celibate monk or nun, while in the Great Perfection, renunciation means to leave behind all dualistic perception and contrived spiritual effort. Each vehicle contains three distinct components: view, meditation, and conduct. The view refers to a set of philosophical tenets espoused by a particular approach. On a more experiential level, the view prescribes how practitioners of a given vehicle should “see” reality and its relative manifestations. Meditation consists of the practical techniques that allow practitioners to integrate Buddhist principles with their own lives, thus providing a bridge between theory and experience, while conduct spells out the ethical guidelines of each system. The following sections outline the features of each approach. Keep in mind, however, that each vehicle is a world unto itself, with its own unique philosophical views, meditations, and ethical systems. -
And Daemonic Buddhism in India and Tibet
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2012 The Raven and the Serpent: "The Great All- Pervading R#hula" Daemonic Buddhism in India and Tibet Cameron Bailey Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES THE RAVEN AND THE SERPENT: “THE GREAT ALL-PERVADING RHULA” AND DMONIC BUDDHISM IN INDIA AND TIBET By CAMERON BAILEY A Thesis submitted to the Department of Religion in partial fulfillment of the requirements for the degree of Master of Religion Degree Awarded: Spring Semester, 2012 Cameron Bailey defended this thesis on April 2, 2012. The members of the supervisory committee were: Bryan Cuevas Professor Directing Thesis Jimmy Yu Committee Member Kathleen Erndl Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the thesis has been approved in accordance with university requirements. ii For my parents iii ACKNOWLEDGEMENTS I would like to thank, first and foremost, my adviser Dr. Bryan Cuevas who has guided me through the process of writing this thesis, and introduced me to most of the sources used in it. My growth as a scholar is almost entirely due to his influence. I would also like to thank Dr. Jimmy Yu, Dr. Kathleen Erndl, and Dr. Joseph Hellweg. If there is anything worthwhile in this work, it is undoubtedly due to their instruction. I also wish to thank my former undergraduate advisor at Indiana University, Dr. Richard Nance, who inspired me to become a scholar of Buddhism. -
The Tulku System in Tibetan Buddhism: Its Reliability, Orthodoxy and Social Impacts
The Tulku System in Tibetan Buddhism: Its Reliability, Orthodoxy and Social Impacts By Ramin Etesami A thesis submitted to the graduate school in partial fulfilment of the requirements for the degree of Master of Arts at the International Buddhist College, Thailand March, 20 Abstract The Tulku institution is a unique characteristic of Tibetan Buddhism with a central role in this tradition, to the extent that it is present in almost every aspect of Tibet’s culture and tradition. However, despite this central role and the scope and diversity of the socio-religious aspects of the institution, only a few studies have so far been conducted to shed light on it. On the other hand, an aura of sacredness; distorted pictures projected by the media and film industries;political propaganda and misinformation; and tendencies to follow a pattern of cult behavior; have made the Tulku institution a highly controversial topic for research; and consequently, an objective study of the institution based on a critical approach is difficult. The current research is an attempt to comprehensively examine different dimensions of the Tulku tradition with an emphasis on the issue of its orthodoxy with respect to the core doctrines of Buddhism and the social implications of the practice. In this research, extreme caution has been practiced to firstly, avoid any kind of bias rooted in faith and belief; and secondly, to follow a scientific methodology in reviewing evidence and scriptures related to the research topic. Through a comprehensive study of historical accounts, core Buddhist texts and hagiographic literature, this study has found that while the basic Buddhist doctrines allow the possibility for a Buddhist teacher or an advanced practitioner to “return back to accomplish his tasks, the lack of any historical precedence which can be viewed as a typical example of the practice in early Buddhism makes the issue of its orthodoxy equivocal and relative. -
Environmental Guidelines for Karma Kagyu Monasteries, Centers And
ENVIRONMENTAL GUIDELINES FOR KARMA KAGYU BUDDHIST MONASTERIES, CENTERS AND COMMUNITY ContentsContents Pages Foreword by His Holiness, the Seventeenth Karmapa 1 Introduction 3 Acknowledgements Section 1: Forest Protection 6 These guidelines were made possible through Section 2: Water Protection 10 the contributions of the following: Section 3: Wildlife Protection 13 Dekila Chungyalpa, World Wildlife Fund, who provided assistance and advice in the development ������ the guidelines. May her efforts bring benet to all Section 4: Waste Management 16 sentient beings. Leslie and Terris Nguyen Temple, who painted the Section 5: Addressing Climate Change 19 cover thangka and illustrated the text. May their work continue to highlight and restore the legacy of Tibetan Conclusion 23 Buddhist art. The translators who produced the different versions of these guidelines so that they are easy to use by the monastic community and the wider sangha. The many editors and advisors who provided practical suggestions and improvements for the guidelines. People all over the world who work to raise awareness, protect the environment, and build harmonious values. © 2008 His Holiness the Seventeenth Gyalwang Karmapa, Ogyen Drodul Trinley Dorje Material from this book can be used freely but please acknowledge the source Layout and design by Somchai Singsa Printed at Archana, New Delhi www.archanapress.com ENVIRONMENTAL GUIDELINES ... ForewordForeword In the past, people in most parts of the world had a very straightforward relationship with the environment. They used the resources provided by nature as needed and due to the simplicity of their lives, rarely did great damage to the Earth. However, this has changed considerably in more recent times. -
Teachings on Chöd
TEACHINGS ON CHÖD TEACHINGS ON CHÖD #1 - Today you are going to receive Chöd empowerment. Chöd empowerment is something that is going to help on getting rid of all negativities. You have received Tara empowerment. Generally people have the tendency of wanting to be choosy about which Tara empowerment, for example; we talk in terms of white, green and all the rest of it. That is OK, but today when we talk about Chöd, the core of this teaching is nothing else but Tara. Again, we came to the same thing we were talking about Tara, just as the monks when they perform, one item (the mask) will be an aspect of the performance and as soon as the performance is finished they will take off the mask, put another set of costumes and masks. So just like that when you receive Tara empowerment (whether be white or green) it is just a matter of changing costumes. The essence, in the case of the monk’s dances, is the one that is doing all the enacting, one who is behind the masks; the mask changes but the essence doesn’t change. The same is when you receive teachings – sometimes you put on the Tara mask sometime is white, sometime is green ... other times you’ll be putting on Machig Labdröm mask and that is what we will be doing. In the case of the teaching the essence is the Buddha nature. That doesn’t change, all other aspects we put on, the masks, those do change. So today it will be Machig Labchi Drolma. -
4 Dharmas of Gampopa Teaching En
THE FOUR DHARMAS OF GAMPOPA This text is based on a transcription of a teaching given by Lama Lhündrub, April 1997 at Kündröl Ling, Le Bost, France Introduction As always at the beginning of a teaching, we develop the aspiration that the teaching may help us towards enlightenment and to become able to help all sentient beings on this path. The teaching is based on: - the Four-themed Precious Garland (chos bzhi rin-chen phreng-ba) by Longchenpa, translated by Alexander Berzin with explanations by H.H. Dudjom R. (chapter III) and by Beru Khyentse Rinpoche (chapter IV) - Die Vier Dharmas des Gampopa , teaching by Urgyen Tulku Rinpoche, Dharmanektar 1+3/89 - teaching by Kalu Rinpoche , German edition pp. 56–67 - Chögyam Trungpa Rinpoche Remarks on the Tradition of Mindfulness , Garuda IV - Gampopa's Precious Ornament of Liberation and Precious Rosary . All other teaching is based on explanations that we received from Gendün Rinpoche, who embodies their understanding, and who used the verses of the four dharmas every time he blessed students. The four dharmas present us with an outline of the path, right from the beginning up to the end, buddhahood. An Overview The four dharmas—dvags-po chos bzhi: i) Turning the mind towards the dharma—blo chos su 'gro-ba ii) Following the dharma as a path—chos lam du 'gro-ba iii) The path clarifying confusion—lam 'khrul-pa sel-ba iv) Confusion arising as primordial awareness—'khrul-pa ye-shes su 'char-ba i) The first dharma is ‘Turning the mind to the dharma’. This means that the discursive mind, ‘ blo’ , turns towards the dharma.