Anapanasati Sutta Student Notes April 2011
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In Japanese Zen Buddhism Y 3
Joel W. Krueger Danihish Natilional Research Foundidation: Center for Subjectivity Research jlk@[email protected] y 1. Motivation and Introduction y 2. What is bodily “cu ltiv ation”? Buddhism and the Body “Cultivation” within Japanese Zen Buddhism y 3. What happens to the “cultivated” contemplative body? Phenomenological and biological transformations y Investigation of the post‐contemplative body from the perspective of Japanese Zen Buddhism Japanese Zen emphasizes the soteriological primacy of agency and the situated body (e.g. Dōgen (1200‐1253): “The Way is surely attained with the body”) Zen insists that kensho and satori peak‐experiences are, in themselves, “nothing special”. Rather, the post‐contemplative, embodied transformations that sustain our “everydayness” are what matter. y Guiding Question: How is our bodily subjectivity purportedly transformed through “contemplative cultivation” (Jap: shugyō)? y Philosop hica l Sign ificance: theoreti cal iihtinsights itinto the nature of body and self (e.g. narrative vs. minimal accounts of self) y Scientific Significance: testable claims about the neurobiological basis of consciousness and bodily self‐ awareness (e. g. correlation between reported phenomenal states and their neural correlates (Lutz, Dunne, & Richardson 2007)) y Normative Significance: programs for enhancing our self‐ understanding and interpersonal sensitivity (e. g. moral phenomenology and moral perception (Horgan & Timmons 2005, therapeutic and health value) y 212.1 Buddhism and the body Coarse‐grained: Four -
The Concept of Self-Liberation in Theravada Burmese Buddhism
ASIA-PACIFIC NAZARENE THEOLOGICAL SEMINARY THE CONCEPT OF SELF-LIBERATION IN THERAVADA BURMESE BUDDHISM A Thesis Presented to The Faculty of Asia-Pacific Nazarene Theological Seminary In Partial Fulfilment of the Degree Master of Science in Theology BY CING SIAN THAWN TAYTAY, RIZAL NOVEMBER 2020 ASIA-PACIFIC NAZARENE THEOLOGICAL SEMINARY WE HEREBY APPROVE THE THESIS SUBMITTED BY Cing Sian Thawn ENTITLED THE CONCEPT OF SELF-LIBERATION IN THERAVADA BURMESE BUDDHISTS AS PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE MASTER OF SCIENCE IN THEOLOGY (SYSTEMATIC THEOLOGY) Dr. Dick Eugenio _________ Dr. Phillip Davis __________ Thesis Adviser Date Program Director Date Dr. Eileen Ruger _________ Dr. Naw Yaw Yet ___________ Internal Reader Date External Reader Date Dr. Dick Eugenio _________ Dr. Larry Bollinger ___________ Academic Dean Date President Date ii ABSTRACT This thesis explores the self-liberation concept of Theravada Buddhism, with the hope that it can provide a foundation towards a dialogical exchange between Buddhists and Christians in Myanmar. To provide a better understanding of the context, the thesis offers a brief historical background of Buddhist-Christian relations in Myanmar. By mainly relying on the translation of the Pali Tipitaka, along with a number of secondary sources from prominent Buddhist scholars, the self-liberation concept of Theravada Buddhism is discussed, beginning with the personal experience of Gotama, the Buddha. The thesis is descriptive in nature. The research employs a basic qualitative method, integrated with the analytical and interpretive methods. Correlation and synthesis were done and are presented in the final chapter with an emphasis on implications for interfaith dialogue. The study produced some significant findings. -
Effect of Mindfull Breathing on Stressed Students Rohit Chobe*& Dr.L.N.Joshi**
International Journal of Yoga and Allied Sciences (ISSN: 2278 – 5159) Volume: 5, Issue: 2; July- Dec 2016 Effect of Mindfull Breathing on Stressed Students Rohit Chobe*& Dr.L.N.Joshi** *Research scholar, Dept. of yogic sciences, Uttarakhand Sanskrit University, Haridwar, Uttarakhand. **Assistant professor, Dept. of yogic sciences, Uttarakhand Sanskrit University, Haridwar, Uttarakhand. Abstract: Background: Stress is a major issue for college students as they cope with a variety of academic, social, and personal challenges.1 Stress is one of the main reasons for the development of various pathological conditions. These include psychological disorders such as depression and anxiety 33. Mindfulness is an open and non-judgmental attitude nourished by genuine interest and care for the situation given, rather than dwelling on rigid ideas and concepts about what should be and how it should be. It is the faculty of knowing what is happening in this particular moment and of feeling it as well, a precisely and softly as possible.34 When we start talking about mental well being, it is our prime duties to assess the efficacy of breathe meditation (Mindfulness on Breathing) on stress. Objective: -The aim of this study was to assess the effect of Breath meditation (Mindfulnss on breathing) on stress of college going students. Methods and procedures:- For this 40 female subjects were drawn from Dev sanskriti vishvavidyalaya, Gayatrikunj, Haridwar by using method of purposive sampling. Meditation was conducted for 25 days about 45 minute every day in evening. Pre-post data of Breath meditation is collected by using stress scale (Prepared by Dr M. Singh). -
Teaching Letters of Zen Master Seung Sahn • Page 274 © 2008 Kwan Um School of Zen •
201 The following kong-an is number nine from the Blue Cliff Records: When you have a clear mirror, the beautiful and the ugly reveal themselves. When you hold the legendary sword, you can kill or grant life, as the moment dictates. Chinese come, foreigners go: foreigners come, Chinese go. In death there is already life: in life there is already death. Now tell me, what can you do? Unless your eye can penetrate all barriers and your body is free to make any turn, you can’t do a thing. But what is this eye that can penetrate all barriers? What is this body that is free to make any turn? Read this kong-an and see: A monk asked Jo-ju, “What is Jo-ju?” Jo Ju answered, “ East Gate, West Gate, South Gate, North Gate.” Strange language. We usually think that when a man dies he is dead, and when he lives he is alive. But in this language, life is death, death is life. Where does life come from? Where does death go? Life and death are only thinking. You must go beyond life and death. That is infinite life. It is “like this.” “Like this” is Jo-Ju’s original face. Mountains are mountains, rivers are rivers: yellow is yellow, red is red. Jo-Ju’s teacher, Nam Chan, said that everyday mind is the Way. Everyday mind is the mind that cuts off all thinking. It is the same as a mirror: when the beautiful comes, it is beautiful: When the ugly comes, it is ugly. -
Vatthūpama Sutta
Majjhima Nikya 1 M 7 Vatthûpama Sutta Vatthûpama Sutta The Discourse on the Parable of the Cloth [We are purified internally by the mind] (Majjhima Nikya 7/1:36-40) Translated by Piya Tan ©2003 1 The Sutta and its title 1.1 THE SUTTA TITLE. The Vatthûpama Sutta (M 7) records the brahmin Sundarika Bhāra,dvāja’s meeting with the Buddha at Jeta,vana. This discourse has two main parts: in the first, the Buddha instructs on the nature of self-purity, and in the second, he addresses Sundarika Bhāra,dvāja on the latter’s view on external purification. Evidently, Sundarika is present (“sitting not far from the Blessed One”) throughout the whole discourse addressed to the monks, and when he questions the Buddha in the second half of the dis- course, the Buddha answers him. The second half of the Vatthûpama Suitta is about the Buddha’s teaching Sundarika Bhāra,dvāja and his awakening as an arhat. Sundarika presents us with an identity problem because the Sutta Nipāta, too, has a description of his awakening as an arhat, that is, in the (Pūraḷāsa) Sundarika Bhāra,dvāja Sutta (Sn 3.4/- 79 f, 86).1 It is likely, however, that the two discourses are about two different Bhāra,dvājas, so that their accounts are separately recorded by the Khuddaka Reciters (or those who compiled the Sutta Nipāta) and by the Majjhima Reciters. It is possible that the “Sundarika Bhāradvāja” of the Vatthûpama Sutta—we shall call him Sundarika I —is a different person from his namesake, Sundarika II of the Sutta Nipāta. -
Truly Understanding the Teachings of the Buddha
Truly Understanding the Teachings of the Buddha A comprehensive guide to insight meditation Anthony Markwell Truly Understanding the Teachings of the Buddha A comprehensive guide to insight meditation Anthony Markwell Dhammapada XI, 153-154 «Through many a birth in samsara have I wandered in vain, seeking the builder of this house (of life). Repeated birth is indeed suffering! O house-builder, you are seen! You will not build this house again. For your rafters are broken and your ridgepole shattered. My mind has reached the Unconditioned; I have attained the destruction of craving.» According to the commentary, these verses are the Buddha’s “Song of Vic- tory,” his irst utterance after his Enlightenment. The house is individualized existence in samsara, the house-builder craving, the rafters the passions and the ridge-pole ignorance. This book was typed based on the Dhamma talks given by Anthony Mark- well by one of his retreat participants. The book is handed out as a gift with the permission of Anthony Markwell but it has not been reviewed by him or anyone else. Therefore please be tolerant with typing mistakes, inconsisten- cies or inaccuracies of the Pali language terms. © 2016 Anthony Markwell, 2019 revised edition No material contained herein may be copied or reproduced without prior written consent. Contents Day 0 Afternoon Talk Orientation 1 Evening Talk Meditation Instructions 15 Sila 17 Sitting meditation 19 First stage: Internalizing awareness – letting go of past and future 21 Second stage: Feeling body sensation – letting -
The Footpath of Contemplation
The Footpath of Contemplation Venerable W.D. Van. PhD Student of IBSC 2018 Semester Program, Mahachulalongkornrajavidyalaya University Wang Noi District, Ayutthaya, Bangkok. Thailand. Received Aug 6, 2018; Revised Mar 9, 2019; Accepted Apr 4, 2019 ABSTRACT From the invention of zero to the assembly of the world’s most eminent Contemplation of “Mindfulness”. It has been an exciting journey. Under the sector of the most Venerable Dr. Phra Rajpariyatkavi‘s remarkable leadership. The JIBSC magazine (The Journal of the International Buddhist Studies College) is open to receive academic article which be related to Religious, Peace, Culture,…..from students of Mahachulalungkornrajavidyalaya University that located in a beautiful blend of modernity and heritage, the state-of-the-art, at historic city of Bangkok. Keywords: Mindfulnes, change its expression, Buddhist meditation 86 The Journal of The International Buddhist Studies College Let’s take a look to see what human minds change water molecule appearance: When I first came across the concept that thoughts in the human mind can measurably alter the physical world in the movie What the Alert Do We Know. In the movie, scientist research on how thought impacts the appearance of water molecules is shown. In effect, study participants think positive, negative, or certain other scripted thoughts. While this is occurring, researchers take pictures of nearby water molecules through a powerful microscope. The information is very incredible and visually compelling. The results have been reproduced by other experiments, but they still remain controversial. What has put scientist at the forefront of the study of water is his proof that thoughts and feelings affect physical reality. -
18 Phases Or Realms
Eighteen Realms- dhatus (Elements-dhatus) Feb.16, 2020 1. 12 inputs 6 Types of Consciousness 6 Types of Sense Objects 6 Types of Sense Organs Mind Cons. Mind Objects (thought/idea) Mind Body Cons. Tangible Objects Body Tongue Cons. Taste Tongue Nose Cons. Smell Nose Ear Cons. Sound Ear Eye Cons. Form Eye Mind Forms/Matters1 Consciousness5 Volitions4 Perceptions3 Sensations2 Forms/Matters . Five Aggregates P2. 1. Rupa: Form or (Matter) Aggregate: the Four Great Elements: 1) Solidity, 2) Fluidity, 3) Heat, 4) Wind/Motion which include the five physical sense-organs i.e. the faculties of the eye, ear, nose, tongue, body besides the brain/mind (note: the brain is an organ, not the mind which is an abstract noun). These sense organs are in contact with the external objects of visible form, sound, odor, taste and tangible things and the mind faculty which corresponds to the intangible objects such as thoughts, ideas, and conceptions. 2. Vedana: Sensations- Feelings (generated by the 6 sense organs eye, ear, nose, tongue, body, brain/mind) 3. Samjna: Perception (Conception): The mental function of shape, color, length, pain, pleasure, un-pleasure, neutral. 4. Samskara: Volition-Mental formation: i.e. flashback, will, intention, or the mental function that accounts for craving. 5. Vijnana : Consciousness( Cognition, discrimination-Mano consciousness): the respective consciousness arises when 6 sense organs eye , ear, nose, tongue, body, brain/mind are in contact with the 6 sense objects form , sound, smell, taste, tangible objects , and mental objects. Please be note that Vijnana Consciousness can be further classified into the 6th, 7th and the 8th according to the Vijhanavada (Mere-Mind) School: Mano Consciousness (6th Consciousness): The front 5 senses report to and co-ordinate by the 6th senses in reaction to the 6 sense objects, gather sense data, discriminate, recall it’s the active, coarse and manifest portion of the Manas Vijnanna. -
Mindfulness and the Buddha's Noble Eightfold Path
Chapter 3 Mindfulness and the Buddha’s Noble Eightfold Path Malcolm Huxter 3.1 Introduction In the late 1970s, Kabat-Zinn, an immunologist, was on a Buddhist meditation retreat practicing mindfulness meditation. Inspired by the personal benefits, he de- veloped a strong intention to share these skills with those who would not normally attend retreats or wish to practice meditation. Kabat-Zinn developed and began con- ducting mindfulness-based stress reduction (MBSR) in 1979. He defined mindful- ness as, “the awareness that emerges through paying attention on purpose, in the present moment, and non-judgmentally to the unfolding of experience moment to moment” (Kabat-Zinn 2003, p. 145). Since the establishment of MBSR, thousands of individuals have reduced psychological and physical suffering by attending these programs (see www.unmassmed.edu/cfm/mbsr/). Furthermore, the research into and popularity of mindfulness and mindfulness-based programs in medical and psychological settings has grown exponentially (Kabat-Zinn 2009). Kabat-Zinn (1990) deliberately detached the language and practice of mind- fulness from its Buddhist origins so that it would be more readily acceptable in Western health settings (Kabat-Zinn 1990). Despite a lack of consensus about the finer details (Singh et al. 2008), Kabat-Zinn’s operational definition of mindfulness remains possibly the most referred to in the field. Dozens of empirically validated mindfulness-based programs have emerged in the past three decades. However, the most acknowledged approaches include: MBSR (Kabat-Zinn 1990), dialectical behavior therapy (DBT; Linehan 1993), acceptance and commitment therapy (ACT; Hayes et al. 1999), and mindfulness-based cognitive therapy (MBCT; Segal et al. -
Toward the Integration of Meditation Into Higher Education: a Review of Research
Toward the Integration of Meditation into Higher Education: A Review of Research Prepared for the Center for Contemplative Mind in Society by Shauna L. Shapiro Santa Clara University Kirk Warren Brown Virginia Commonwealth University John A. Astin California Pacific Medical Center Supplemental research and editing: Maia Duerr, Five Directions Consulting October 2008 2 Abstract There is growing interest in the integration of meditation into higher education (Bush, 2006). This paper reviews empirical evidence related to the use of meditation to facilitate the achievement of traditional educational goals, to help support student mental health under academic stress, and to enhance education of the “whole person.” Drawing on four decades of research conducted with two primary forms of meditation, we demonstrate how these practices may help to foster important cognitive skills of attention and information processing, as well as help to build stress resilience and adaptive interpersonal capacities. This paper also offers directions for future research, highlighting the importance of theory-based investigations, increased methodological rigor, expansion of the scope of education-related outcomes studied, and the study of best practices for teaching meditation in educational settings. 3 Meditation and Higher Education: Key Research Findings Cognitive and Academic Performance • Mindfulness meditation may improve ability to maintain preparedness and orient attention. • Mindfulness meditation may improve ability to process information quickly and accurately. • Concentration-based meditation, practiced over a long-term, may have a positive impact on academic achievement. Mental Health and Psychological Well-Being • Mindfulness meditation may decrease stress, anxiety, and depression. • Mindfulness meditation supports better regulation of emotional reactions and the cultivation of positive psychological states. -
Breathing Meditation by Medical Students at Khon Kaen University: Effect on Psychiatric Symptoms, Memory, Intelligence and Academic Acheivement
Breathing Meditation by Medical Students at Khon Kaen University: Effect on Psychiatric Symptoms, Memory, Intelligence and Academic Acheivement Suchat Paholpak MD*, Nawanant Piyavhatkul MD*, Poonsri Rangseekajee MD*, Thawatchai Krisanaprakornkit MD*, Suwanna Arunpongpaisal MD*, Niramol Pajanasoontorn MD*, Surapol Virasiri MD*, Jintana Singkornard MSc*, Somchit Rongbudsri MEd*, Chonnikarn Udomsri BSc*, Chanatiporn Chonprai BSc*, Peerada Unprai MSc* * Department of Psychiatry, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand Objective: To examine the short-term effects on fifth-year medical students of a 4-week, breathing meditation-based, stress reduction intervention on psychiatric symptoms, memory function, intelligence, and academic achievement. Materials and Method: Using a randomized control trial, the meditation group practiced every 8.00 to 8.20 a.m. before beginning daily learning schedule. Meditation emphasized mindful awareness of the breath during inhaling and exhaling. The control group went about their normal activities in the other room. The psychiatric symptoms were measured using the Symptom Checklist-90 (SCL-90), the memory used the Wechsler Memory Scale-I (WMS-I), the intelligence used the Raven’s Advanced Progressive Matrices (APM), and the academic achievement used psychiatry course MCQ examination score. Analysis was done using Ancova statistic. Results: Fifty-eight volunteer medical students during their psychiatry rotation between June 2008 and May 2009, were randomized into either in the meditation (n = 30) or the control (non-meditation) (n = 28) group. There was no significant difference between the groups in their respective SCL-90, WMS-I, APM, and psychiatry course MCQ examination score. Conclusion: Among normal, intelligent, mentally healthy persons, short-term breathing meditation practice will not likely change psychiatric symptoms, memory function, intellectual performance, and academic achievement. -
Bridging Worlds: Buddhist Women's Voices Across Generations
BRIDGING WORLDS Buddhist Women’s Voices Across Generations EDITED BY Karma Lekshe Tsomo First Edition: Yuan Chuan Press 2004 Second Edition: Sakyadhita 2018 Copyright © 2018 Karma Lekshe Tsomo All rights reserved No part of this book may not be reproduced or utilized in any form or by any means, electronic or mechanical, or by any information storage or retreival system, without the prior written permission from the publisher, except in the case of brief quotations. Cover Illustration, "Woman on Bridge" © 1982 Shig Hiu Wan. All rights reserved. "Buddha" calligraphy ©1978 Il Ta Sunim. All rights reserved. Chapter Illustrations © 2012 Dr. Helen H. Hu. All rights reserved. Book design and layout by Lillian Barnes Bridging Worlds Buddhist Women’s Voices Across Generations EDITED BY Karma Lekshe Tsomo 7th Sakyadhita International Conference on Buddhist Women With a Message from His Holiness the XIVth Dalai Lama SAKYADHITA | HONOLULU, HAWAI‘I iv | Bridging Worlds Contents | v CONTENTS MESSAGE His Holiness the XIVth Dalai Lama xi ACKNOWLEDGMENTS xiii INTRODUCTION 1 Karma Lekshe Tsomo UNDERSTANDING BUDDHIST WOMEN AROUND THE WORLD Thus Have I Heard: The Emerging Female Voice in Buddhism Tenzin Palmo 21 Sakyadhita: Empowering the Daughters of the Buddha Thea Mohr 27 Buddhist Women of Bhutan Tenzin Dadon (Sonam Wangmo) 43 Buddhist Laywomen of Nepal Nivedita Kumari Mishra 45 Himalayan Buddhist Nuns Pacha Lobzang Chhodon 59 Great Women Practitioners of Buddhadharma: Inspiration in Modern Times Sherab Sangmo 63 Buddhist Nuns of Vietnam Thich Nu Dien Van Hue 67 A Survey of the Bhikkhunī Saṅgha in Vietnam Thich Nu Dong Anh (Nguyen Thi Kim Loan) 71 Nuns of the Mendicant Tradition in Vietnam Thich Nu Tri Lien (Nguyen Thi Tuyet) 77 vi | Bridging Worlds UNDERSTANDING BUDDHIST WOMEN OF TAIWAN Buddhist Women in Taiwan Chuandao Shih 85 A Perspective on Buddhist Women in Taiwan Yikong Shi 91 The Inspiration ofVen.