The Pāli Vinaya
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Buddhist Discussion Centre (Upwey) Ltd. 33 Brooking St
Buddhist Discussion Centre (Upwey) Ltd. 33 Brooking St. Upwey 3158 Victoria Australia. Telephone 754 3334. (Incorporated in Victoria) NEWSLETTER N0. 11 MARCH 1983 REGISTERED BY AUSTRALIA POST PUBLICATION NO. VAR 3103 ISSN 0818-8254 Inauguration of 1000th Birth Anniversary of Atisa Dipankar Srijnan - Dhaka, Bangladesh,1983. Chief Martial Law Administrator, (C.M.L.A.) Lt. Gen. H. M. Ershad inaugurated the Week-long programme commencing on 26th February, 1983. A full report of this event appeared in the Bangladesh Observer, 20th February, 1983, at Page 1, under the heading "All Religions enjoy equal rights". The C.M.L.A. said it was a matter of great pride that Atisa Dipankar Srijnan had established Bangladesh in the comity of nations an honourable position by his unique contributions in the field of knowledge. Therefore, Dipankar is not only the asset and pride of the Buddhist community; rather he is the pride of Bangladesh and an asset for the whole nation. The C.M.L.A. hoped that the people being imbibed with the ideals of sacrifice, patriotism, friendship and love of mankind of Atisa Dipankar would take part in the greater struggle of building the nation. He called upon the participating delegates to carry with them the message of peace, fraternity, brotherhood, love and non-violence from the people of Bangladesh to the people of their respective countries. Besides Bangladesh, about 50 delegates from about 20 countries took part in the celebration. John D. Hughes, Director of B.D.C. (Upwey), representing Australia at the Conference, would like to express his sincere gratitude to the C.M.L.A. -
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, -
Colonialism, Education and Rural Buddhist Communities in Bangladesh Bijoy Barua University of Toronto, Canada, [email protected]
International Education Volume 37 Issue 1 Fall 2007 Colonialism, Education and Rural Buddhist Communities in Bangladesh Bijoy Barua University of Toronto, Canada, [email protected] Follow this and additional works at: http://trace.tennessee.edu/internationaleducation Copyright © 2007 by the University of Tennessee. Reproduced with publisher's permission. Further reproduction of this article in violation of the copyright is prohibited. http://trace.tennessee.edu/internationaleducation/vol37/iss1/4 Recommended Citation Barua, Bijoy (2007). Colonialism, Education and Rural Buddhist Communities in Bangladesh. International Education, Vol. 37 Issue (1). Retrieved from: http://trace.tennessee.edu/internationaleducation/vol37/iss1/4 This Article is brought to you for free and open access by Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in International Education by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. Barua COLONIALISM, EDUCATION, AND RURAL BUDDHIST COMMUNITIES IN BANGLADESH Bijoy Barua Ontario Institute for Studies in Education University of Toronto Toronto, Canada Cultural homogenization through the establishment of a central- ized and standardized curriculum in education has become the dominant model in Bangladesh today, a model of education that is deeply rooted in the colonial legacy of materialism, acquisitiveness, and social exclusion (B. Barua, 2004; Gustavsson, 1990). Such a model is predicated on the notion that Bangladesh “is culturally homogenous, with one language, one domi- nant religion, and no ethnic conflict” (Hussain, 2000, p. 52). Predictably and unfortunately, the prospects for decolonization in a “post-colonial/in- dependence context” still appear to be bleak since the state continues to rely on a centrally controlled and standardized educational system that is committed to cultural homogenization and social exclusion—a process that is being encouraged by foreign aid and international assistance (B. -
Gilo 1 the Many Roles of Kāma
Gilo 1 The Many Roles of Kāma: How Two Narratives of the God of Desire Transformed the Discourse on Sexuality in Early India Religion Department, Colorado College Bachelor of Arts May 2013 Thesis Advisor: Tracy Coleman By: Yael Gilo Gilo 2 From the 2nd century BCE to roughly the 2nd Century CE, India was structured according to caste, and the Brahmanical class of elite priests were challenged by the emergence of Buddhism. Buddhism offered a variety of new opportunities for women and members of lower castes, which were particularly alluring in light of the rigid structure of the Brahmanic social order. The newly popular Buddhist tradition and more importantly the Buddha himself were garnering an increasingly large following and naturally many textual accounts of the Buddha’s teachings emerged during this period. A popular poem written by Aśvaghoṣa depicted the Buddha’s struggle with the famous Hindu gods, Māra (death) and Kāma (desire). What set Aśvaghoṣa’s depiction of the Buddha apart was his portrayal of the asceticism intrinsic to the Buddhist path (complete detachment from sensual pleasures). Additionally, the message that this was the preferred path for everyone and that they should choose this path early on, rather than customarily waiting for ‘old age,’ was radical. Brahmanic society, and, even more importantly, community life, would disintegrate. There was a potential for power within the monastic community that was considered a threat by Brahmanic society. Moreover, Canto 13 of Aśvaghoṣa’s epic depicts the Buddha’s attempts to ignore Kāma and the Buddha’s success in maintaining his focus on meditation, and ability to resist the temptations of Kāma. -
The Global Connections of Gandhāran Art
More Gandhāra than Mathurā: substantial and persistent Gandhāran influences provincialized in the Buddhist material culture of Gujarat and beyond, c. AD 400-550 Ken Ishikawa The Global Connections of Gandhāran Art Proceedings of the Third International Workshop of the Gandhāra Connections Project, University of Oxford, 18th-19th March, 2019 Edited by Wannaporn Rienjang Peter Stewart Archaeopress Archaeology Archaeopress Publishing Ltd Summertown Pavilion 18-24 Middle Way Summertown Oxford OX2 7LG www.archaeopress.com ISBN 978-1-78969-695-0 ISBN 978-1-78969-696-7 (e-Pdf) DOI: 10.32028/9781789696950 www.doi.org/10.32028/9781789696950 © Archaeopress and the individual authors 2020 Gandhāran ‘Atlas’ figure in schist; c. second century AD. Los Angeles County Museum of Art, inv. M.71.73.136 (Photo: LACMA Public Domain image.) This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. This book is available direct from Archaeopress or from our website www.archaeopress.com Contents Acknowledgements ����������������������������������������������������������������������������������������������������������������������������iii Illustrations ����������������������������������������������������������������������������������������������������������������������������������������iii Contributors ��������������������������������������������������������������������������������������������������������������������������������������� iv Preface ������������������������������������������������������������������������������������������������������������������������������������������������ -
Diversity in the Women of the Therīgāthā
Lesley University DigitalCommons@Lesley Graduate School of Arts and Social Sciences Mindfulness Studies Theses (GSASS) Spring 5-6-2020 Diversity in the Women of the Therīgāthā Kyung Peggy Meill [email protected] Follow this and additional works at: https://digitalcommons.lesley.edu/mindfulness_theses Part of the Social and Behavioral Sciences Commons Recommended Citation Meill, Kyung Peggy, "Diversity in the Women of the Therīgāthā" (2020). Mindfulness Studies Theses. 29. https://digitalcommons.lesley.edu/mindfulness_theses/29 This Thesis is brought to you for free and open access by the Graduate School of Arts and Social Sciences (GSASS) at DigitalCommons@Lesley. It has been accepted for inclusion in Mindfulness Studies Theses by an authorized administrator of DigitalCommons@Lesley. For more information, please contact [email protected], [email protected]. DIVERSITY IN THE WOMEN OF THE THERĪGĀTHĀ i Diversity in the Women of the Therīgāthā Kyung Peggy Kim Meill Lesley University May 2020 Dr. Melissa Jean and Dr. Andrew Olendzki DIVERSITY IN THE WOMEN OF THE THERĪGĀTHĀ ii Abstract A literary work provides a window into the world of a writer, revealing her most intimate and forthright perspectives, beliefs, and emotions – this within a scope of a certain time and place that shapes the milieu of her life. The Therīgāthā, an anthology of 73 poems found in the Pali canon, is an example of such an asseveration, composed by theris (women elders of wisdom or senior disciples), some of the first Buddhist nuns who lived in the time of the Buddha 2500 years ago. The gathas (songs or poems) impart significant details concerning early Buddhism and some of its integral elements of mental and spiritual development. -
1 Bangladesh
Bangladesh – Researched and compiled by the Refugee Documentation Centre of Ireland on 30 January 2015 General information on Buddhism in Bangladesh, how to be initiated, practice, schools, monks. Can somebody, in Bangladesh, become a monk without any theological training? Do Buddhist monk in Bangladesh necessarily belong to either the Theravada school or the Mahayana school? The most recent US Department of State report on religious freedom in Bangladesh, in “Section I. Religious Demography”, states: “The U.S. government estimates the total population at 163.7 million (July 2013 estimate). According to the 2011 census, Sunni Muslims constitute 90 percent and Hindus make up 9.5 percent of the total population. The remainder of the population is predominantly Christian (mostly Roman Catholic) and Theravada-Hinayana Buddhist.” (US Department of State (28 July 2014) 2013 Report on International Religious Freedom – Bangladesh, p.1) A document published on the Life & Work in Dhaka website refers to Buddhism in Bangladesh as follows: “Theravanda is the oldest surviving Buddhist school, with over 100 million followers worldwide. In the hill tracts these predominantly consist of Chakma, Chak, Marma, Tenchungya and Khyang people. There are several monasteries in the Chittagong Hills, and a beautiful Golden Temple right here in Bandarban, which houses one of the largest statues of Buddha in the entire country. To be precise it is actually a pagoda, as the building itself consists of many tiered towers. Local Buddhist shrines also form an important centre for village life, with major festivals commemorating the important events in the life of the Buddah. Most Buddhist villages have a boarding school known as the ‘kyong,’ where boys learn to read Burmese and a little Pali, an ancient Buddhist scriptural language. -
Print This Article
Journal of Global Buddhism 2020, Vol.21 205–222 DOI: 10.5281/zenodo.4031015 www.globalbuddhism.org ISSN: 1527-6457 (online) © The author(s) Special Focus: Bad Buddhism This article illustrates how conversations on “good” and “bad” forms of Buddhism have taken place in Bangladesh since the 19th-century Theravāda reformation. First, in the process of purging prior Hindu and Tantric influences, second, with the introduction of Mahāyāna Buddhism through Risshō-Kōsei-kai; and, third, in responding to recent Buddhist extremism in Myanmar. The article also shows how “bad Buddhism”—for instance, Buddhist extremism in Myanmar—impacts Buddhists in other countries. For Bangladeshi Buddhists, claiming their identity and practices involves a process of both connecting with the “good” and distancing from the “bad.” Keywords: Bangladesh; Rissho-Kōshei Kai; Rohingya; global religion he Buddhist community forms a very small minority in Bangladesh, only approximately one percent of the total population of 160 million. Bangladeshi Buddhists mainly have been following Theravāda Buddhism, after a reformation initiated by the Arakanese Buddhist Tmonk Sāramedha Mahāthera and Buddhist priests of Chittagong, when Bangladesh was still a region of British India (Chakma 2011; Khan 2003; Chaudhuri 1982). Since the reformation movement began in 1856, the culture and practices of Bangladeshi Buddhists have been reshaped by many transnational influences. I argue in this paper that transnational connections have played a significant role in the formation of Bangladeshi Buddhist identity and practices, in the way they came to define “good” and “bad” forms of Buddhism. Bangladeshi Buddhists’ connections with Buddhists of other countries required them to be receptive to cultures and texts from outside which were then fused into the existing literary, geographical, economic, and political conditions of Bangladesh. -
Chipamong Chowdhury EDUCATION 2012 MA
CURRICULUM VITAE Chipamong Chowdhury EDUCATION 2012 M.A. Religious Studies/South Asian Studies University of Toronto Thesis: Merit Maker: Myth, Legend, Sacred Hagiography of Sivali-Saint in Theravada Buddhism in South and Southeast Asia. 2010 M.A. Religious Studies, Naropa University, Boulder CO. USA Indo-Tibetan Buddhism with Sanskrit Language Thesis: Inception and Insight of Alayavijnana: A Theravada Interpretation and Critique. 2005 M.A. Theravada Studies Post Graduate Institute of Pali and Buddhist Studies, University of Kelaniya Colombo, Sri Lanka Thesis: The Colors of Arahant: A Study in the Beauty and Fallacy of the Liberated One in Pali Buddhism 2003 Diploma and B.A. International Theravada Buddhist Missionary University, Yangon, Myanmar. RESEARCH INTERESTS Theravada Studies; South and Southeast Asian Studies; Buddhist Philosophy; Rituals; Pali literature; Sexuality & Women Studies; Politics, Violence/ Non- Violence; Contemporary Monasticism; and Film studies. ACADEMIC TEACHING EXPERIENCE 2012: Visiting Lecturer, Tallinn University Course Teaching currently: Neo Buddha and New Buddhism: Religion, Politics, and Modern Society 2012: Visiting Lecturer, Tallinn University Course Teaching Currently: Enlightened Women: Buddhism, Women, Gender, Sexuality, and Female Asceticism 2012: Teaching Assistant: South Asian Religions. University of Toronto. Mississauga Campus. 2010-11: Teaching Assistant: Introduction to Buddhist Religious Traditions University of Toronto, St. George Campus 2011: Teaching Assistant: Introduction Buddhist Religious Traditions University of Toronto. Mississauga Campus 2010: Teaching Assistant: Asian Religions and Culture 1 1 University of Toronto, Scarborough Campus 2010: Teaching Assistant: Introduction Buddhist Religious Traditions University of Toronto, Mississauga Campus 2010: Introduction to World Religions, New Vista High School, Boulder, Colorado, USA. From March-May INVITED TO GIVE LECTURES 2011: What He Can/Can’t Do: Bodhisattva in Jataka-Narratives and Contemporary Practices in Southeast Asia. -
Buddhism and Politics the Politics of Buddhist Relic Diplomacy Between Bangladesh and Sri Lanka
Special Issue: Buddhism and Politics Journal of Buddhist Ethics ISSN 1076-9005 http://blogs.dickinson.edu/buddhistethics/ Volume 25, 2018 The Politics of Buddhist Relic Diplomacy Between Bangladesh and Sri Lanka D. Mitra Barua Cornell University Copyright Notice: Digital copies of this work may be made and distributed provided no change is made and no alteration is made to the content. Reproduction in any other format, with the exception of a single copy for private study, requires the written permission of the author. All en- quiries to: [email protected]. The Politics of Buddhist Relic Diplomacy Between Bangladesh and Sri Lanka D. Mitra Barua 1 Abstract Buddhists in Chittagong, Bangladesh claim to preserve a lock of hair believed to be of Sakyamuni Buddha himself. This hair relic has become a magnet for domestic and transnational politics; as such, it made journeys to Colom- bo in 1960, 2007, and 2011. The states of independent Cey- lon/Sri Lanka and East Pakistan/Bangladesh facilitated all three international journeys of the relic. Diplomats from both countries were involved in extending state invita- 1 The Robert H. N. Ho Family Foundation Postdoctoral Fellow, Cornell University. Email: [email protected]. The initial version of this article was presented at the confer- ence on “Buddhism and Politics” at the University of British Columbia in June 2014. It derives from the section of Buddhist transnational networks in my ongoing research project on Buddhism in Bengal. I am grateful to the Robert H. N. Ho Family Foundation Postdoctoral Fellowship in Buddhist Studies (administered by the American Council of Learned Societies) for its generous funding that has enabled me to conduct the re- search. -
Syllabus Department of Pali
NATIONAL UNIVERSITY Syllabus Department of Pali Four Year B.A Honours Course Effective from the Session : 2009–2010 National University Subject: Pali Syllabus for Four Year B. A Honours Course Effective from the Session: 2009-2010 Third Year (Honours) Course Code Course Title Marks Credits 1472 History of Buddhism in India 100 4 1473 Buddhist Sanskrit Literature 100 4 1474 Comparative Philology, Linguistics and Translation 100 4 1475 Pali Prosody, Phetoric, Essay and Amplification 100 4 1476 Non-Cononical Pali Literature 100 4 1477 Suttapitak: Jataka and Apadana Literature 100 4 1478 Pali Vamsa Literature 100 4 1479 Introduction to Theravade Buddhist Philosophy 100 4 Total = 800 32 2 Course Code 1472 Marks: 100 Credits: 4 Class Hours: 60 Course Title: History of Buddhism in India 1. Pre-Buddhistic history of political, religious and social conditions. 2. The history of Buddhism from Buddha to Pala Dynasty (Bimbisara, Prasenjit, Ajatasatru, Udyan, Kalasoka, Mauriyan period – Asoka, Kanishka, Harsavardhan, Gupta-period and Pala period). 3. Rise and decline of Buddhism in India and contribution of kings and setthis. Books Recommended 1. H.C. Roy chowdhury – Political History of Ancient India. 2. V.A. Smith – Early History of India (Part -VI) 3. B.C. Law: Historical Geography of Early Buddhism. 4. H.C. Hazra – Royal Patronage of Buddhism in Ancient India. 5. Lama Chimba and Alak Chatto padhyay (tr) -Taranath’s History of Buddhism in India. 6. Nihar Ranjan Roy – Bangalir Itihas – (Beng.) 7. R. C. Majumder – Banglar Itihas (Beng.) 8. Sukomal Chowdhury – Contemporary Buddhism in Bangladesh. 9. Gopal Chandra Haldar – Bharatbarser Itihas (Beng.) 10. -
Journal of the Oxford Centre for Buddhist Studies
VOLUME 13 (NOVEMBER 2017) ISSN: 2047-1076 Journal of the Oxford Centre for Buddhist Studies The Oxford Centre for Buddhist Studies A Recognised Independent http://www.ocbs.org Centre of the University of Oxford JOURNAL OF THE OXFORD CENTRE FOR BUDDHIST STUDIES volume 13 November 2017 Journal of the Oxford Centre for Buddhist Studies Volume 13 November 2017 ISSN: 2047-1076 Published by the Oxford Centre for Buddhist Studies www.ocbs.org Wolfson College, Linton Road, Oxford, OX2 6UD, United Kingdom Authors retain copyright of their articles. Editorial board Prof. Richard Gombrich (General Editor): [email protected] Prof. John Holder: [email protected] Dr Tse-fu Kuan: [email protected] Dr Alex Wynne: [email protected] All submissions should be sent to: [email protected] Production team Operations and Development Manager: Steven Egan Development Consultant: Dr Paola Tinti Journal production and cover illustration by www.ivancious.com Annual subscription rates Students: £20 Individuals: £30 Institutions: £45 Universities: £55 Countries from the following list receive 50% discount on all the above prices: Bangladesh, Burma, Laos, India, Nepal, Sri Lanka, Thailand, Cambodia, Vietnam, Indonesia, Pakistan, all African Countries For more information on subscriptions, please go to www.ocbs.org Contents Contents 4 List of Contributors 6 Editorial Richard Gombrich 8 The Luminous Mind in Theravāda and Dharmaguptaka Discourses Bhikkhu Anālayo 10 Form is (Not) Emptiness: The Enigma at the Heart of the Heart Sutra. Jayarava Attwood 52 Portrayal of the Didactic through the Narrative The structure of Aśvaghoṣa’s Buddhacarita Tanya Bharat Verma 81 Sleeping Equipment in Early Buddhism From India to China Ann Heirman 98 Putting smṛti back into sati (Putting remembrance back into mindfulness) Bryan Levman 121 An Overview of Buddhist Precepts in Taiwan and Mainland China Tzu-Lung Chiu 150 Samādhi Power in Imperial Japan Brian Victoria 197 List of Contributors Bhikkhu Anālayo specializes in early Buddhist studies.