DOCSLIB.ORG

Makna Simbolik Patung Mi Lek Hut Dan Patung Ta Ol Lao Shi Di Vihara Dharma Jaya (Sin Tek Bio) Pasar Baru Jakarta Pusat

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Makna Simbolik Patung Mi Lek Hut Dan Patung Ta Ol Lao Shi Di Vihara Dharma Jaya (Sin Tek Bio) Pasar Baru Jakarta Pusat MAKNA SIMBOLIK PATUNG MI LEK HUT DAN PATUNG TA OL LAO SHI DI VIHARA DHARMA JAYA (SIN TEK BIO) PASAR BARU JAKARTA PUSAT Skripsi Diajukan Kepada Fakultas Ushuluddin UIN Syarif Hidayatullah Jakarta untuk Memenuhi Salah Satu Persyaratan guna Memperoleh Gelar Sarjana Agama (S.Ag) Oleh : Salwa Anwar NIM: 11140321000021 PRODI STUDI AGAMA-AGAMA FAKULTAS USHULUDDIN UIN SYARIF HIDAYATULLAH JAKARTA 2019 i ii iii ABSTRAK SALWA ANWAR. “Makna Simbolik Patung Mi Lek Hut dan Patung Ta Ol Lao Shi di Vihara Dharma Jaya (Sin Tek Bio) Pasar Baru Jakarta Pusat.” Skripsi. Jakarta: Jurusan Studi Agama-Agama Fakultas Ushuluddin UIN Syarif Hidayatullah Jakarta, 2019. Penelitian ini bertujuan untuk mendeskripsikan makna simbolik patung Mi Lek Hut dan Patung Ta Ol Lao Shi di Vihara Dharma Jaya (Sin Tek Bio) Pasar Baru Jakarta Pusat, serta melihat ritual pemujaan terhadap patung Mi Lek Hut dan patung Ta Ol Lao Shi. Dalam hal ini penulis berusaha memahami makna simbolik dan ritual pemujaan patung Mi Lek Hut dan patung Ta Ol Lao Shi di Vihara Dharma Jaya. Penelitian ini merupakan penelitian lapangan (Field Research) yang bersifat kualitatif. Sumber data dan informasi yang penulis dapatkan dari proses wawancara langsung maupun dari buku-buku, jurnal, dan artikel yang sesuai dengan tema dan judul yang dibahas. Penelitian ini menggunakan satu pendekatan yaitu pendekatan antropologis. Penulis berusaha untuk menjelaskan hasil penelitian berdasarkan pengamatan yang telah penulis lakukan selama beberapa hari di Vihara Dharma Jaya (Sin Tek Bio) Pasar Baru Jakarta Pusat. Hasil dari penelitian ini adalah prosesi ritual pemujaan patung Mi Lek Hut dan Ta Ol Lao Shi sama dengan patung-patung lain yaitu berdoa dan kebaktian, dengan melakukan pembakaran dupa atau hio lalu dan jamaah mempersembahkan sesajian atau sesajen. Sesajen atau perlengkapan yang dibawa berupa lilin, buah- buahan yang segar, air, bunga jajanan kue, manisan, nasi kuning, bubur merah, bubur putih dan wajik. Adapun makna simbolik dari patung Mi Lek Hut diantaranya adalah senyum yang lebar atau tertawa, melambangkan cinta kasih, kebahagiaan dan kegemaran membawa kebahagiaan pada makhluk hidup lainnya, telinga yang panjang melambangkan dengan kelembutan dan kebaikannya, beliau dengan setia akan mendengarkan dan mengerti semua makhluk hidup, dada lebar melambangkan pikiran yang luas, ketulusan dan cinta kasih pada semua makhluk hidup, perut besar melambangkan rasa toleransi yang besar, hati yang terbuka dan akan menanggung semua beban dunia tanpa membeda-bedakan. Makna filosofis dari patung Mi Lek Hut untuk memperoleh kebahagiaan, rezeki serta keturunan. Maka dari itu Mi Lek Hut sering digambarkan sebagai seorang bikkhu gendut yang sedang tertawa dan dikelilingi lima orang anak kecil. Sedangkan makna simbolik patung Ta Ol Lao Shi atau Mbah Jugo adalah sebagai penghormatan atas keampuhan ilmu yang dimilikinya dan menolong terhadap sesama. Kata Kunci : Simbolik, Patung, Ritual Pemujaan dan Vihara iv KATA PENGANTAR Assalamu’alaikum Wr.Wb Segala puji dan syukur penulis panjatkan kehadirat Allah SWT yang telah memberikan rahmat-Nya, sehingga penulis dapat menyelesaikan penulisan skripsi ini. Skripsi yang berjudul Makna Simbolik Patung Mi Lek Hut dan Patung Ta Ol Lao Shi di Vihara Dharma Jaya (Sin Tek Bio) Pasar Baru Jakarta Pusat disusun guna memenuhi salah satu persyaratan untuk memperoleh gelar Sarjana Strata Satu, Jurusan Studi Agama-Agama, Fakultas Ushuluddin, UIN Syarif Hidayatullah Jakarta. Dalam penulisan skripsi ini penulis menyadari bahwa skripsi yang jauh dari sempurna ini tidak akan dapat selesai tanpa adanya dukungan dan banyak pihak baik secara langsung maupun tidak langsung. Oleh karena itu, pada kesempatan ini penulis mengucapkan banyak terimakasih kepada pihak yang telah membantu dalam penyelesaian skripsi ini, khususnya kepada: 1. Kedua Orang tua tercinta yang selalu memberikan kasih sayang, doa, nasihat, motivasi, saran, dukungan dan dorongan moril maupun materil. Semoga adinda dapat membalas semua perjuangan Ayahanda H. Abdul Rachman Anwar dan Ibunda Hj. Lily Nurlailiyah. Beserta kakak-kakak tersayang Rif’at, Lya Shofwatul Mawaddah dan Hariry Anwar yang telah memberikan motivasi, dukungan, doa dan keceriaan. 2. Bapak Drs. Dadi Darmadi, MA, sebagai dosen Pembimbing Akademik yang selalu memberikan pencerahan dan arahan dalam membimbing pembuatan proposal skripsi sampai selesai. 3. Bapak Prof. Dr. M. Ikhsan Tanggok, M. Si, sebagai dosen pembimbing yang selalu meluangkan waktu serta kesabaran memberikan arahan dan bimbingan sehingga membuka cakrawala berpikir dan nuansa ilmu yang baru. 4. Bapak Syaiful Azmi, MA., selaku Kepala Jurusan Studi Agama-Agama dan Ibu Lisfa Sentosa Aisyah, MA., selaku Sekertaris Jurusan Studi Agama- v Agama yang memberikan arahan serta motivasi yang luar biasa kepada penulis dan selalu memberikan pelayanan kepada mahasiswa/i dengan baik. 5. Seluruh dosen Studi Agama-Agama UIN Syarif Hidayatullah Jakarta yang tidak dapat disebutkan satu per satu tanpa mengurangi rasa hormat atas ilmu dan pelajaran dalam perkuliahan atau di luar perkuliahan. 6. Seluruh jajaran pimpinan dan staff Fakultas Ushuluddin atas bantuan dalam persiapan pelaksanaan seminar proposal dan ujian komprehensif. 7. Bapak Santoso Witoyo selaku pimpinan Vihara Dharma Jaya (Sin Tek Bio) Pasar Baru Jakarta Pusat dan Bapak Andy selaku jamaah Vihara Dharma Jaya yang telah berkenan memberikan izin penelitian sekaligus menjadi narasumber untuk melengkapi isi skripsi. 8. Handy Rizki Prima teman berjuang bersama dalam mengerjakan skripsi dari awal hingga selesai. 9. Sahabat-sahabat terbaik penulis yang selalu memberikan semangat untuk ke perpustakaan dan menulis skripsi hingga selesai Siti Pheunna Tiara Hati, Muhammad Wahyu, Ridwan Efendi, Wahyu Vebry Putra, Zikri Sulthoni, Muhammad Samtoni, Binna Ridhatul Shaumi, Qonita, Nur Afifah, dan Teti Eliza. Kebaikan dan kekonyolan kalian akan selalu penulis ingat sampai tua nanti. 10. Bidadari Macho; Nadya Qudsiyyah, Muthia Imantari, dan Sarah Maulidasari terimakasih sudah bersedia mendengarkan keluh kesah dan selalu memberikan semangat kepada penulis hingga skripsi selesai. 11. Ulfa Aulia Faradiba sebagai teman satu kost yang selalu menemani dari awal kuliah hingga lulus, terimakasih banyak atas doa, dukungan, motivasi, kebersamaan serta dorongan yang telah diberikan. 12. Squad anak bontot Bahauddin Hasan Al-Bisri, Ikhsan Nur Amal, Maulana terimakasih banyak atas keceriaan yang selalu diberikan selama berada di ciputat. 13. Seluruh teman-teman Studi Agama-Agama angkatan 2014 terimakasih sudah memberikan warna kehidupan di Fakultas Ushuluddin. vi 14. Kepada teman-teman KKN KLOROFIL 136 yang telah memberikan doa dan semangat. Semoga kalian diberikan kelancaran dalam menyelesaikan urusan dan selalu diberikan kesehatan. 15. Semua pihak yang telah membantu yang belum disebutkan tanpa mengurangi rasa hormat. Terimakasih banyak. Sebagai manusia biasa yang tidak pernah luput dari kekurangan dan keterbatasan, penulis menyadari bahwa penelitian ini mungkin masih banak kekurangannya. Oleh sebab itu, penulis menerima kritik dan saran yang bersifat membangun untuk menyempurnakan penelitian ini. Penulis menyadari bahwa dalam penulisan skripsi ini masih jauh dari kesempurnaan. Penulis mengharapkan penelitian ini bermanfaat bagi semua pihak dan dapat memenuhi apa yang diharapkan oleh semua pihak. Semoga Allah SWT memberikan keberkahan kepada kita semua. Aamiin Ya Rabbal ‘Alamin. Wassalamu’alaikum Wr.Wb. Jakarta, 15 Juli 2019 Salwa Anwar vii DAFTAR ISI LEMBAR PERSETUJUAN ............................................................................................ i LEMBAR PERNYATAAN ............................................................................................ ii PENGESAHAN PANITIA UJIAN ............................................................................... iii ABSTRAK ...................................................................................................................... iv KATA PENGANTAR ..................................................................................................... v DAFTAR ISI ................................................................................................................. viii DAFTAR LAMPIRAN ................................................................................................... x BAB I PENDAHULUAN ................................................................................................ 1 A. Latar Belakang ...................................................................................................... 1 B. Rumusan masalah.................................................................................................. 7 C. Tujuan dan Kegunaan Penelitian .......................................................................... 7 D. Tinjauan Pustaka ................................................................................................... 8 E. Metodologi Penelitian ......................................................................................... 10 F. Sistematika Penulisan ......................................................................................... 12 BAB II SIMBOLISME ................................................................................................. 14 A. Pengertian Simbol ............................................................................................... 14 B. Fungsi Simbol ..................................................................................................... 19 C. Perbedaan Simbol dengan Tanda .......................................................................
Load more

Recommended publications
  • Mark Scheme B569 Buddhism 1
    GCSE Religious Studies A (World Religion(s)) Unit B569: Buddhism 1 (Beliefs, Special Days, Divisions and Interpretations) General Certificate of Secondary Education Mark Scheme for June 2014 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today’s society. This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced. All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes should be read in conjunction with the published question papers and the report on the examination. OCR will not enter into any discussion or correspondence in connection with this mark scheme.
    [Show full text]
  • Back Copies of Buddhist Studies Review
    Vol. 15, 1 Buddhist Studies Review 1998 CONTENTS Frontispiece Buddhist Studies Review and the UK Association for Buddhist Studies.. .. ~ ..... 1 The Trials of Yasodhara and the Birth of Rahula: A Synopsis of Bhadrakalpavadana II-IX — Joel Tatelman .. 3 A Critical Examination of Nanavira's 'A Note on Paticcasamuppada' (I) — Bhikkhu Bodhi .. 43 -ft i 4- — tr. * $ Ekottaragama (XXIII) Thich Huyen-Vi and % Bhikkhu Pasadika 65 Obituaries; Jean Boisselier, Albert Le Bonheur, Walter Couvreur, Wtadysiaw Misiewicz, Bhikkhu Nanajlvako 71 Letter to the Editor 79 Review Article: Abhidhamma Studies at the British Buddhist Association and A Comprehensive Manual of Abhidhamma — A. Haviland-Nye .. 81 Book Reviews 100 ISSN 0265-2897 © 1998 Buddhist Studies Review Buddhist Studies Review is the semi-annual journal of the U K Association for Buddhist Studies and is sponsored by the Inst i tut de recherche bouddhique Linh-Sdn Advisory Committee: Ven. Thich Huyen-Vi (Spiritual Adviser) Eric Cheetham J.W. de Jong Hubert Dun K.R. Norman G.C. Pande Charles Prebish Peter Skilling Paul Williams Editor. Russell Webb Assistant Editors: Bhikkhu Pasadika, Sara Boin-Webb N. American Representative: Charles S, Prebish For editorial addresses and subscription details,' see inside back cover. Vol.15, 1 BUDDHIST STUDIES REVIEW 1998 Frontispiece: the calligraphy in Sino-Vietnamese characters (Norn) by Ven Thich Huyen-Vi reads: Buddhist Studies Review and the UK Association for Buddhist Studies As of 1998, Buddhist Studies Review has been endorsed as the Mental phenomena are preceded by mind, have journal of the UK Association for Buddhist Studies. All paid up mind as their leader, are made by mind.
    [Show full text]
  • International Conference on Asian Art, Culture and Heritage
    Abstract Volume: International Conference on Asian Art, Culture and Heritage International Conference of the International Association for Asian Heritage 2011 Abstract Volume: Intenational Conference on Asian Art, Culture and Heritage 21th - 23rd August 2013 Sri Lanka Foundation, Colombo, Sri Lanka Editor Anura Manatunga Editorial Board Nilanthi Bandara Melathi Saldin Kaushalya Gunasena Mahishi Ranaweera Nadeeka Rathnabahu iii International Conference of the International Association for Asian Heritage 2011 Copyright © 2013 by Centre for Asian Studies, University of Kelaniya, Sri Lanka. First Print 2013 Abstract voiume: International Conference on Asian Art, Culture and Heritage Publisher International Association for Asian Heritage Centre for Asian Studies University of Kelaniya, Sri Lanka. ISBN 978-955-4563-10-0 Cover Designing Sahan Hewa Gamage Cover Image Dwarf figure on a step of a ruined building in the jungle near PabaluVehera at Polonnaruva Printer Kelani Printers The views expressed in the abstracts are exclusively those of the respective authors. iv International Conference of the International Association for Asian Heritage 2011 In Collaboration with The Ministry of National Heritage Central Cultural Fund Postgraduate Institute of Archaeology Bio-diversity Secratariat, Ministry of Environment and Renewable Energy v International Conference of the International Association for Asian Heritage 2011 Message from the Minister of Cultural and Arts It is with great pleasure that I write this congratulatory message to the Abstract Volume of the International Conference on Asian Art, Culture and Heritage, collaboratively organized by the Centre for Asian Studies, University of Kelaniya, Ministry of Culture and the Arts and the International Association for Asian Heritage (IAAH). It is also with great pride that I join this occasion as I am associated with two of the collaborative bodies; as the founder president of the IAAH, and the Minister of Culture and the Arts.
    [Show full text]
  • The Fundamentals of Meditation Practice
    TheThe FundamentalsFundamentals ofof MeditationMeditation PracticePractice by Ting Chen Translated by Dharma Master Lok To HAN DD ET U 'S B B O RY eOK LIBRA E-mail: [email protected] Web site: www.buddhanet.net Buddha Dharma Education Association Inc. The Fundamentals of Meditation Practice by Ting Chen Translated by Dharma Master Lok To Edited by Sam Landberg & Dr. Frank G. French 2 Transfer-of-Merit Vow (Parinamana) For All Donors May all the merit and grace gained from adorning Buddha’s Pure Land, from loving our parents, from serving our country and from respecting all sen- tient beings be transformed and transferred for the benefit and salvation of all suffering sentient be- ings on the three evil paths. Furthermore, may we who read and hear this Buddhadharma and, there- after, generate our Bodhi Minds be reborn, at the end of our lives, in the Pure Land. Sutra Translation Committee of the United States and Canada, 1999 — website: http://www.ymba.org/freebooks_main.html Acknowledgments We respectfully acknowledge the assistance, support and cooperation of the following advisors, without whom this book could not have been produced: Dayi Shi; Chuanbai Shi; Dr. John Chen; Amado Li; Cherry Li; Hoi-Sang Yu; Tsai Ping Chiang; Vera Man; Way Zen; Jack Lin; Tony Aromando; and Ling Wang. They are all to be thanked for editing and clarifying the text, sharpening the translation and preparing the manuscript for publication. Their devotion to and concentration on the completion of this project, on a voluntary basis, are highly appreciated. 3 Contents • Translator’s Introduction...................... 5 • The Foundation of Meditation Practice.
    [Show full text]
  • Examiners' Report
    Examiners’ Report/ Principal Examiner Feedback Summer 2012 GCSE Religious Studies (5RS15) Buddhism Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the world’s leading learning company. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at www.edexcel.com or www.btec.co.uk for our BTEC qualifications. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus. If you have any subject specific questions about this specification that require the help of a subject specialist, you can speak directly to the subject team at Pearson. Their contact details can be found on this link: www.edexcel.com/teachingservices. You can also use our online Ask the Expert service at www.edexcel.com/ask. You will need an Edexcel username and password to access this service. Pearson: helping people progress, everywhere Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: www.pearson.com/uk Summer 2012 Publications Code UG032909 All the material in this publication is copyright © Pearson Education Ltd 2012 Question 1(a) was either answered correctly or incorrectly, there were few partially correct answers given.
    [Show full text]
  • Okâsa Okåsa, Okåsa, Okåsa; Ahaÿ Bhante Tisaraùena Saha Pañcasílaÿ Dhammaÿ Yåcåmi Anukampaÿ Katvå, Sílaÿ Detha Me Bhante
    Okâsa Okåsa, okåsa, okåsa; ahaÿ bhante tisaraùena saha pañcasílaÿ dhammaÿ yåcåmi anukampaÿ katvå, sílaÿ detha me bhante. Dutiyampi ahaÿ bhante tisaraùena saha pañca- sílaÿ dhammaÿ yåcåmi anukampaÿ katvå, sílaÿ detha me bhante. Tatiyampi ahaÿ bhante tisaraùena saha pañca- sílaÿ dhammaÿ yåcåmi anukampaÿ katvå, sílaÿ detha me bhante. Requesting the Precepts With your permission, venerable sir, I ask for the five precepts together with the three refuges. Out of compassion, venerable sir, please give me the precepts. A second time venerable sir, I ask for the five precepts together with the three refuges. Out of compassion, venerable sir, please give me the precepts. A third time venerable sir, I ask for the five precepts together with the three refuges. Out of compassion, venerable sir, please give me the precepts. 1 Vandanâ Namo tassa bhagavato arahato sammåsambuddhassa Namo tassa bhagavato arahato sammåsambuddhassa Namo tassa bhagavato arahato sammåsambuddhassa Homage Honour to the Blessed One, the Exalted One, the Fully Enlightened One ! Honour to the Blessed One, the Exalted One, the fully Enlightened One ! Honour to the Blessed One, the Exalted One, the Fully Enlightened One ! 2 Tisarana Buddhaÿ saraùaÿ gacchåmi Dhammaÿ saraùaÿ gacchåmi Saòghaÿ saraùaÿ gacchåmi Dutiyampi Buddhaÿ saraùaÿ gacchåmi Dutiyampi Dhammaÿ saraùaÿ gacchåmi Dutiyampi Saòghaÿ saraùaÿ gacchåmi Tatiyampi Buddhaÿ saraùaÿ gacchami Tatiyampi Dhammaÿ saraùaÿ gacchami Tatiyampi Saòghaÿ saraùaÿ gacchåmi The Three Refuges I go to the Buddha as my Refuge. I go to the Dhamma as my Refuge. I go to the Sangha as my Refuge. For the second time, I go to the Buddha as my Refuge. For the second time, I go to the dhamma as my Refuge.
    [Show full text]
  • Bulletin of Tibetology
    Bulletin of Tibetology NEW SERIES 1990 No. 1-3 9 November 1990 SIKKIM RESEARCH INSTITUTE OF TIBETOLOOY GANGTOK, INDIA - The Bulletin ofTibetology seeks to serve the specialist as well as the general reader with an interest in this field of study. The motif portraying the Stupa on the mountains suggests the dimensions of the field - EDnORS JAMPAL K. RECHUNG KUNGA YONTEN HOCHaISANG BHAJAGOVINDA GHOSH Bulletin of Tibetology NEW SERIES 1990 No. 1-3 9 November 1990 SIKKIM RESEARCH INSTITUTE OF TIBETOLOGY GANGTOK, INDIA LCHAGS-RTA : LHABAB DUECHBN 9 November 1990 Price per copy Rs. 25 1- 7/91 PUBLISHED BY TIlE DIRECTOR SIKKIM RESEARCH INSTITUTE OF TIBETOLOOY GANGTOK - 737 101. SIKKIM PRINTED AT HIMALINDIA PHOTO OFFSET NAM NAM ROAD,GANGTOK CONTENTS Page 1 SAKY AMUNI'S FINAL NIRVANA - David L. Snellgrove 5 2 BUDDHARUPA -- OBSERVATION ON THE EVOLUTION OF BUDDHA IMAGE - Ninnal C. Sinha 18 3 HINAY ANA AND MAHAYANA - A BROAD OUTLINE - Anukul Chandra Banerjee 23 4 VAIDURYA - Marianne Winder 27 5 THE CONFLICT BETWEEN THE BUDDlllST AND THE NAlY AYIKA PHILOSOPHERS - A BRIEF SURVEY - Dr. Sanjit Kumar Sadhukhan 39 6 THE BUDDlllST PAINTINGS AND ICONOGRAPHY ACCORDING TO TIBETAN SOURCES - J.K. Rechung 55 7 NOTES & TOPICS - H.R. Bhattacharyya 65 CONTRmUTORS IN THIS ISSUE: DAVID L. SNELLGROVE, Fellow of the British Academy. formerly Professor of Tibetan. the School of Oriental and African Studies. University of London. Had travelled extensively in India and Nepal. made critical studies of the Hevajra-Tantra on the basis of extant Sanskrit mss and Tibetan version. Made Critical study on early Religion of Tibet-Bon.
    [Show full text]
  • Asoka's Dhamma
    / ASORA'S DIIAMMA - Ninnal C. Sinha A soka's place is second in the history of Dhamma, second only to ~he founder, Gautama Siddhartha the Buddha. Both Theravada (Southern Buddhist) and Mahayana (Northern Buddhist) traditions agree on this point that Asoka is second to Buddha. Nigrodha or Upagupta, Nagasena or Nagatjuna, both Theravada and Mahayana traditions agree, rank after Asoka. Brahmanical (Hindu) literary works extant bear testimony to Asoka being a great Buddhist. Kalhana in Rajatarangini (12th Cent. A.D.) records Asoka as having adopted the creed of Jina (= Buddha) and as the builder of numerous Stupas and Chaityas. Modem scholars, mostly European, however question the authenticity or purity of Asoka's Dhamma. Critics of Asoka notice the absence of Four Noble Truths, Eight Fold Path and Nirvana from Asoka's Edicts and point to Asoka's mention of Svaga (Svarga) or Heaven in the Edicts. Some scholars hint that Asoka's toleration policy was to accommodate Brahmanical faith while others label Asoka's Dhamma as his invention. In my submission Asoka was a Buddhist first and a Buddhist last. Asoka's own words, that is, Asoka's Edicts substantiate this finding. Inscriptions of Asoka were read and translated by pioneer scholars like Senart, Hultzsch, Bhandarkar, Barua and Woolner. I 5 cannot claim competence to improve on their work and extract mainly from the literal translation of Hultzsch (Corpus Inscriptionum Indicarum: Volume I, London 1925). This ensures that I do not read my own meaning into any word of Asoka. For the same reason I use already done English translation ofPali/Sanskrit texts.
    [Show full text]
  • Buddhist Community Views on Objects in the Collection
    Buddhist Community Views on Objects in the Collection From April to September 2006, seven advisory groups were held with members of different faith community groups. The aims of these were to consult with the communities that the V&A collections were relevant to and see what reactions they had about the V&A collections. The participants were asked to select from groups of pictures of V&A objects and prioritise what items struck them most. These could be for personal reasons or how important they were from a cultural or faith point of view, artistically or whether they still had relevance to their lives today. A Buddhist Stupa in Manikiala 'I chose this stupa for more personal reasons because when I was in India on pilgrimage I saw some similar brick stupas to house the relics of the Buddha. Nowadays they don't look very much like stupas, you have to be told they are stupas. They look more like mole hills because, over time, I think the villagers took the stones away to build their own houses. They have a strangely peaceful impression on me and the mind goes into a kind of emptiness which is what these stupas are about really, to come to this place of contained emptiness.' Sister Cittapala ( Amaraviti Monastry) Majestic Calm of The Great Buddha 'We don't have many old big Buddha statues left and so I think it is very important. When they see Buddha statues it brings peacefulness in their minds.' Lelung Tulku (Tibetan Monk) 'I chose the Great Buddha at Kamakura in Japan and I found it particularly moving to look at this image.
    [Show full text]
  • Development of a Model for Organizing Cultural Activities to Study Buddhist Teachings at Temples in Bangkok, Thailand
    Asian Social Science; Vol. 9, No. 9; 2013 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education Development of a Model for Organizing Cultural Activities to Study Buddhist Teachings at Temples in Bangkok, Thailand Phrakhru Pariyattithammakhun Piwsa1, Kla Somtrakool1 & Anchalee Jantapo1 1 The Faculty of Cultural Science, Mahasarakham University, Khamriang Sub-District, Kantarawichai District, Maha Sarakham, Thailand Correspondence: Phrakhru Pariyattithammakhun Piwsa, 119 Ram 1 Road, Rong Muang, Pathumwan, Bangkok 10330, Thailand. E-mail: [email protected] Received: March 29, 2013 Accepted: May 18, 2013 Online Published: June 28, 2013 doi:10.5539/ass.v9n9p64 URL: http://dx.doi.org/10.5539/ass.v9n9p64 Abstract Buddhism is an intrinsic feature of Thai culture. With a ninety percent Buddhist population, Thailand has been built around the principles of Dharma. These principles have traditionally been taught to the local community by temples, through a variety of different activities. Recently, however, Thai society has adopted an increasing number of Western cultural features that have caused the importance of traditional Buddhist activities to decline. This research tries to understand the reasons for the decline of community interest in local Buddhist activities in Bangkok, so to propose a model for the organization of such activities and ensure that they are not lost to future generations. Keywords: Buddhism, temple, activity, culture, society, organization, development 1. Introduction Buddhism originated in India two thousand five hundred years ago at a time of many religions and doctrines. Each of these religions and doctrines had ancient foundations of belief, making it extremely difficult for Buddhism to occur.
    [Show full text]
  • Om Mani Padme Hum - Wikipedia
    Om mani padme hum - Wikipedia Not logged in Talk Contributions Create account Log in Article Talk Read Edit View history Om mani padme hum From Wikipedia, the free encyclopedia Main page O ma i padme h [1] Contents ṃ ṇ ūṃ (Sanskrit : Om mani padme hum Featured content , IPA: [õːː məɳipəd̪meː ɦũː]) is the six-syllabled Current events Sanskrit mantra particularly associated with the four- Random article armed Shadakshari form of Avalokiteshvara (Tibetan : སན་ Donate to Wikipedia Chenrezig, Chinese : 觀 Guanyin, Japanese : Wikipedia store རས་གཟིགས་ 音 かんのん 観音 Kannon or Kanzeon, Mongolian : Мэгжид Interaction The mantra in Tibetan Жанрайсиг Migjid Janraisig), the bodhisattva of with the six syllables colored Help compassion. About Wikipedia Chinese name Community portal The first word Om is a sacred syllable found in Indian Chinese 唵嘛呢叭咪吽 Recent changes religions. The word Mani means "jewel" or "bead", Padme Transcriptions Contact page is the "lotus flower " (the Buddhist sacred flower), and Hum Standard Mandarin [2][3] Tools represents the spirit of enlightenment . Hanyu Pinyin Ǎn mání bāmī hōng What links here It is commonly carved onto rocks, known as mani stones , or Karandavyuha Sutra name Related changes else it is written on paper which is inserted into prayer Chinese 唵麼抳缽訥銘吽 Upload file wheels. When an individual spins the wheel, it is said that Transcriptions Special pages the effect is the same as reciting the mantra as many times Standard Mandarin Permanent link as it is duplicated within the wheel. Hanyu Pinyin Ǎn mání bōnàmíng hōng
    [Show full text]
  • Year 8 Knowledge Organiser
    “Best possible education” “Care and Support” Forgiving “Successful lives” Considerate Self-contained Humble Dynamic Bold Self-improving Sharp Knowledge Organiser YEAR 8 Joyful Honest 2020/21 Name: Tutor Group: Brave Driven Patient Compassionate Hopeful Determined Aspirational Determined Fearless 1 Use it create mind maps Fill in my knowledge gaps and make and plaster it on my wall How do I make the best the connections between my learning use of my knowledge Use the questions to organiser… If I miss a lesson, I can now catch test my knowledge up! through memorisation! 2 Six Guaranteed Top Techniques to Help You Revise 1 4 2 5 3 6 3 Contents page -Y8 K0 Subject Page Number Maths 5-6 English 8-9 Science 10-19 RE 20-21 Music 22-23 IT 24-25 Geography 26-27 History 28-30 French 31-32 Art 32-35 4 Year 8 – Maths – Autumn 2 Unit 4 – negative numbers Unit 5 – equations No. Question Answer Example No. Question Answer Example 6.1 What is a variable? A letter used to represent an Price of rental is £c unknown number e.g. x 4.1 What is a positive number? Any number greater than 1,2,3,4 zero 6.2 What is a term? Each part of an expression e.g. 2x; 4; Underline the terms: 4.2 What is a negative number? Any number smaller than -1, -2.5, -55.8 2 2x + 4y zero 6.3 What is the constant? The number on its own Underline the constant: 4.3 A positive x a positive is a… Positive 3 x 3 = 9 Y = mx + c 6.3 What is an expression? A mixture of numbers and letters Circle the equation: 4.4 A positive x a negative is a… Negative 3 x -2 = -6 e.g.
    [Show full text]