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Šum#9 Ni Manifest Ali Skupek Vizij Okoli Dileme, Ki Je Bila V Določenem Obdobju Znana Kot Čto Delat?
Šum #9 Exit or Die Koreografija postajati- Kirurginja -truplo Kazimir Kolar Voranc Kumar Skrivni Scarlett Jo- Jeruzalem hansson Le- Miroslav Griško aps to Your Advanced Lips An interview with R. Scott Bakker Persistent Primož Krašovec, Marko Bauer Threats in the Izhod Arts iz filozofije Patrick Steadman Robert Bobnič Šum #9 Exit or Die 987 Partnerji in koproducenti Društvo Galerija BOKS Društvo Igor Zabel drustvoboks. wordpress.com www.igorzabel.org Galerija Kapelica www.kapelica.org Galerija Miklova hiša www.galerija-miklovahisa.si Partnerji in koproducenti Galerija Škuc galerija.skuc-drustvo.si MGLC Mednarodni grafični likovni center www.mglc-lj.si Mestna galerija Ljubljana www.mgml.si/ mestna-galerija-ljubljana PartnerjiŠum in koproducenti #9 MG+MSUM Moderna galerija www.mg-lj.si UGM Umetnostna galerija Maribor www.ugm.si Zavod Celeia Celje Center sodobnih umetnosti www.celeia.info 990 PartnerjiŠum in koproducenti #9 Aksioma www.aksioma.org OSMO/ZA www.osmoza.si Pizzerija Riko Foculus www.riko.si www.foculus.si 991 Šum #9 1003 Kirurginja Kazimir Kolar 1011 Skrivni Jeruzalem miroslav GrišKo 1029 Advanced Persistent Threats in the Arts patricK steadman 1041 Koreografija postajati-truplo: kratka genealogija umirajočega telesa v računalniških igrah voranc Kumar 1073 Scarlett Johansson Leaps to Your Lips An Interview with R. Scott Bakker primož Krašovec, marKo Bauer 1101 Izhod iz filozofije: François Laruelle roBert BoBnič 1121 Points of View: On Photography & Our Fragmented, Transcendental Selves matt colquhoun 1137 Autism Wars: Neurodivergence as Exit Strategy dominic Fox 1151 Kapitalizem in čustva primož Krašovec 1175 On Letting Go arran crawFord 992 Šum #9 Uvodnik Izstop, exit, predstavlja relativno pogosto paradigmo v umetno- sti. -
EIAB MAGAZINE Contributions from the EIAB and the International Sangha · August 2019
EIAB MAGAZINE Contributions from the EIAB and the international Sangha · August 2019 Contents 2 The Path of the Bodhisattva 41 An MBSR Teacher at the EIAB 85 We can take a leaf out of their book 6 Bells 43 The Ten Commandments – when it comes to living generosity newly formulated 86 How the Honey gets to the EIAB 7 Opening Our Hearts by Taking Root In Ourselves 44 Inner Clarity, Inner Peace 88 Amidst the noble sangha: Interviewing Sr. Song Nghiem 16 “From discrimination to 46 Retreat “time limited ordination, inclusiveness” being a novice at EIAB” 90 Love in Action 19 Honoring Our Ancestors 49 No More War 91 Time-limited Novice Program 23 Construction Management and 50 ‘The only thing we really need is 107 In Memoriam Thầy Pháp Lượng Planning for the 2nd + 3rd Stages of your transformation’ the Renovation of the EIAB 54 Impermanence or the Art of Letting 25 Working Meditation on the Go Construction Project for the Ashoka 56 Slow Hiking and Time in Nature (I) Building 58 Slow Hiking and Time in Nature (II) 27 Every Moment is a Temple European Institute of 60 The Path of Meditation 29 Interview with the Dharma Teacher Applied Buddhism gGmbH 73 Singing at the EIAB Annabelle Zinser from Berlin Schaumburgweg 3 | 51545 Waldbröl 75 It’s a Game + 49 (0)2291 9071373 32 Mindfulness in Schools 77 The weight of the air [email protected] | [email protected] 34 Look Deeply! www.eiab.eu 79 The Dharma of youth – Examples 36 20 Years Intersein-Zentrum from the Wake Up generation Editorial: EIAB. -
Mountains Talking Summer 2020 in This Issue
mountains talking Summer 2020 In this issue... When Cold and Heat Visit When Cold and Heat Visit Karin Ryuku Kempe 3 Karin Ryuku Kempe Temple Practice & Covid-19 Guidelines 4 Today is temperate that too is our human condition. And yet, we can’t get weather, but in past weeks we away from dukkha, can’t avoid it. Daily Vigil Practice 4 have been visited by cold and heat, the Colorado spring. And The first step is to just to see that we cannot. Tung- Garden Zazen 5 some of us may have had chills shan challenges us: “Why not go where there is neither or maybe fever. As a com- cold not heat?” To move away, isn’t it our first instinct? Summer Blooms 6 munity, we are visited by an We squirm in the face of discomfort. But is there any- invisible but powerful disease where without cold or heat? No…no. Of course, Tung- To Practice All Good Joel Tagert 8 process, one to which we are shan knows this, knows it in his bones. He is not playing all vulnerable, no one of us ex- with words and he is not misleading us. He is pushing the Water Peggy Metta Sheehan 9 cepted. Staying close to home, question deeper, closer. Where is that place of no cold no we may be visited by the fear of not having enough sup- heat? Can it be anywhere but right here? Untitled Poem Fred Becker 10 plies, perhaps the loss of our work or financial security, or “When it is cold, let the cold kill you. -
Religious Studies: Buddhism
GCE A LEVEL RELIGIOUS STUDIES: BUDDHISM SCHEME OF LEARNING The principal aim of the Scheme of Learning is to support teachers in the delivery of the new specification. It is not intended as a comprehensive reference, but as support for professional teachers to develop stimulating and exciting courses tailored to the needs and skills of their own students in their particular centres. In addition, this document must not be used instead of the specification, but must be used to support the delivery of it. It offers assistance to teachers with regard to possible classroom activities, links to digital resources (both our own, freely available, digital materials and some from external sources), text books and other resources, to provide ideas when planning interesting, topical and engaging lessons. The intention of this scheme of work is that learners will participate in some independent learning tasks prior to attendance at the lesson. In this way, learners should arrive at the lesson with questions concerning areas that they do not understand, and there is more time for analysis and evaluation of the material within the lesson time. For those who do not wish to take this approach, the activity suggestions should still be flexible enough to be adapted. 1 Buddhism Theme 1: Religious figures and sacred texts (part 2) 1A. The Pali Canon: its role in Buddhism as a whole. Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson 1 The Tipitaka. Open by sharing views authority Williams, Paul (2000) – Buddhist Targeted Listen to the podcast – 18 The importance based on their Thought, Routledge, 0415571790 questioning. -
Read Book the Miracle of Mindfulness: the Classic Guide To
THE MIRACLE OF MINDFULNESS: THE CLASSIC GUIDE TO MEDITATION BY THE WORLDS MOST REVERED MASTER PDF, EPUB, EBOOK Thich Nhat Hanh | 160 pages | 07 Feb 2008 | Ebury Publishing | 9781846041068 | English | London, United Kingdom The Miracle of Mindfulness: The Classic Guide to Meditation by the Worlds Most Revered Master PDF Book Books by Thich Nhat Hanh. Translated into English under his supervision by a friend, you can't sever this fro The subtitle is "an introduction to the practice of meditation. A chronology details the important moments in his life, and rare photographs illustrate key moments. You May Also Like. The same with all Eastern paths. Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. The third being my rightful? Original Title. Summary : Over the years, Thich Nhat Hanh and his monastic community in Plum Village, have developed more and more ways to integrate mindfulness practices into every aspect of their daily life. Summary : By a renowned Buddhist monk and best-selling author, this guide offers simple daily practices--including mindfulness of breath, mindful walking, deep listening, mindful speech, and more--to help readers discover the happiness and freedom of living in the present moment. It begins where one is, with basically very little knowledge of how to "breathe" and be mindful. If you cannot make your own child happy, how do you expect to be able to make anyone else happy? Friend Reviews. He suggests to Jim he ought to eat the tangerine. -
Pax 350, Fall Term, 2016 Syllabus
• PAX 350, FALL TERM, 2016 • SYLLABUS • BUDDHISM, PEACE AND CONTEMPLATIVE TRADITION • • Instructor: Hugh Curran • Office Hours: Tuesdays by appointment • Office: Peace & Reconciliation Studies • Rm. 213 East Annex • University of Maine • Orono, Maine 04469 • • Peace Studies: 207-581-2636 • E-mail [email protected] • Technical help: 1-877-947-4357 or 581-3199 • E-mail: [email protected] • • Required Texts: • Thich Nhat Hanh, The Heart of the Buddha’s Teaching • Thich Nhat Hanh, "The Sun My Heart" • Shing Yun: Only a Great Rain • Pema Chodrin: When Things Fall Apart • • Supplemental: “Video Lectures" (lectures 1-10 & History of Zen-Part 1-6); "Zen Readings” (see icons above lessons): Articles include: The Way of Zen; The Spirit of Zen; Mysticism; Sermons of a Buddhist Abbot ;Dharma Rain; • • Recommended: • Donald Lopez, “The Story of Buddhism” • Dalai Lama: How to Practice Thich Nhat Hanh:"Commentaries on the Heart Sutra" • • The UMA Bookstore 800 number is: 1-800-621- 0083 • The Fax number of the UMA Bookstore is: 1-800- 243-7338The UM Bookstore number is:1-207- 581- 1700 and e-mail at [email protected] • • Course Objective: • Course Objective: • This course is designed as an introduction to Buddhism, especially the practice of Zen (Ch'an). We will examine spiritual & ethical aspects including stories, sutras, ethical precepts, ecological issues, and how we can best embody the Way in our daily lives. • • University Policy: • In complying with the letter and spirit of applicable laws and in pursuing its own goals of pluralism, the University of Maine shall not discriminate on the grounds of race, color, religion, sex, sexual orientation, national origin or citizenship status, age, disability, or veterans status in employment, education, and all other areas of the University. -
The Coming of Secular Buddhism: a Synoptic View
Research Article Journal of Global Buddhism 13 (2012): 109-126 The Coming of Secular Buddhism: a Synoptic View WintonHiggins UniversityofTechnology,Sydney [email protected] Copyright Notice: This work is licensed under Creative Commons. Copies of this work may be made and distributed non-commercially provided attribution is given to the original source and no alteration is made to the content. For the full terms of the license: http://creativecommons.org/licenses/by-nc-nd/3.0 All enquiries to: http://www.globalbuddhism.org ISSN 1527-6457 Journal of Global Buddhism Vol. 13 (2012): 109-126 Research Article TheComingofSecularBuddhism:SynopticView WintonHiggins Abstract Secular Buddhism is coalescing today in response to two main factors. First, it rejects the incoherence of Buddhist modernism, a protean formation that accommodates elements as far afield as ancestral Buddhism and psychotherapies claiming the Buddhist brand. Second, it absorbs the cultural influence of modern secularity in the West. Historically understood, secularity has constituted a centuries-long religious development, not a victory of "science" over "religion." Today's secularity marks a further stage in the cultural decline of "enchanted" truth-claims and the intellectual eclipse of metaphysics, especially under the aegis of phenomenology. In Buddhism as in Christianity, secularity brings forth a new humanistic approach to ethical-spiritual life and creative this-worldly practices. The coming of secular Buddhism: a synoptic view Naïveté is now unavailable to anyone, believer or unbeliever alike. Charles Taylor, A Secular Age, p. 21 eventeen years ago I started teaching Buddhist meditation (mainly what was then called vipassana) in a large lay-based dharma centre cum monastic hermitage outside Sydney, one linked to the Theravadin monastic network.1 What I taught appliedS hallowed formulas and techniques, and raised no Theravadin hackles. -
Critical Sermons of the Zen Tradition Dr Hisamatsu Shin’Ichi, at Age 87
Critical Sermons of the Zen Tradition Dr Hisamatsu Shin’ichi, at age 87. Photograph taken by the late Professor Hy¯od¯o Sh¯on¯osuke in 1976, at Dr Hisamatsu’s residence in Gifu. Critical Sermons of the Zen Tradition Hisamatsu’s Talks on Linji translated and edited by Christopher Ives and Tokiwa Gishin © Editorial matter and selection © Christopher Ives and Tokiwa Gishin Chapters 1–22 © Palgrave Macmillan Ltd. Softcover reprint of the hardcover 1st edition 2002 978-0-333-96271-8 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2002 by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York, N.Y. 10010 Companies and representatives throughout the world PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin’s Press, LLC and of Palgrave Macmillan Ltd. Macmillan® is a registered trademark in the United States, United Kingdom and other countries. -
European Buddhist Traditions Laurence Cox, National University
European Buddhist Traditions Laurence Cox, National University of Ireland Maynooth Abstract: This chapter covers those Buddhist traditions which are largely based in Europe, noting some of the specificities of this history as against the North American with which it is sometimes conflated. While the reception history of Buddhism in Europe stretches back to Alexander, Buddhist organization in Europe begins in the later nineteenth century, with the partial exception of indigenous Buddhisms in the Russian Empire. The chapter discusses Asian- oriented Buddhisms with a strong European base; European neo-traditionalisms founded by charismatic individuals; explicitly new beginnings; and the broader world of “fuzzy religion” with Buddhist components, including New Age, “night-stand Buddhists”, Christian creolizations, secular mindfulness and engaged Buddhism. In general terms European Buddhist traditions reproduce the wider decline of religious institutionalization and boundary formation that shapes much of European religion generally. Keywords: Buddhism, Buddhist modernism, creolization, Europe, immigration, meditation, night-stand Buddhists, Western Buddhism In 1908, the London investigative weekly Truth hosted a debate between two Burmese- ordained European bhikkhus (monks), U Dhammaloka (Laurence Carroll?) and Ananda Metteyya (Allan Bennett). Objecting to newspaper reports presenting the latter, recently arrived in Britain, as the first bhikkhu in Europe, Dhammaloka argued on July 8th that Ananda Metteyya had not been properly ordained, citing the Upasampada-Kammavacana to show that ordinands must state their freedom from various diseases, including asthma (which Bennett suffered from). Ananda Metteyya replied on July 15th with a discussion of the Burmese Kammavacana and the Mahavagga and stated that he had believed himself cured at the time of ordination. -
Thich Nhat Hanh
The ART of POWER Thich Nhat Hanh Contents Foreword Introduction 1 True Power 2 Handling Power Skillfully 3 The Art of Mindfulness 4 Getting What We Really Want 5 The Secret of Happiness 6 Boundless Love 7 Being Present at Home and at Work 8 Taking Care of Nonbusiness 9 Sparking a Collective Awakening Appendix A: Meditations to Cultivate Power Appendix B: Work and Pleasure: The Example of Patagonia About the Author Cover Copyright About the Publisher Foreword In January 2001, I was privileged to accompany Thich Nhat Hanh and his longtime assistant, Sister Chan Khong, to the World Economic Conference, held each year in Davos, Switzerland. Thich Nhat Hanh had been invited along with other prominent religious leaders from around the planet to meet and discuss how spiritual values could be used to help resolve global issues. Before an estimated thirty heads of state, two hundred of the world’s richest men and women, and a few thousand of the most influential movers and shakers alive, Thich Nhat Hanh spoke with love, compassion, and total fearlessness. He was not there to seek support or approval from the great and famous. He was there hoping to awaken in them their best, to help them change the world by touching their own true selves. In a gathering dedicated to wealth, influence, and power in all its fabulous manifestations, he spoke in a soft and quiet voice. He asked nothing of them, only reminding them to please always remember their common humanity. On its Web site, the World Economic Forum proudly displays the motto “Committed to Improving the State of the World.” That day, in Davos, Switzerland, Thich Nhat Hanh asked everyone to adopt the motto “Committed to Improving the State of Every Heart.” Thich Nhat Hanh has spent his life speaking truth to power and truth to the powerless. -
Intro to Literature & the Environment, Buddhism, Ideology Buddhism And
9/20/2020 Lecture 17: Intro to Literature & the Environment, Buddhism, Ideology - Google Docs Lecture 17: Intro to Literature & the Environment, Buddhism, Ideology Buddhism and Earlier (and Later) Traditions The spiritual context of ancient India had a strong influence on the Buddha’s teachings. Buddhism is made of nonBuddhist elements in the same way that a flower is made of nonflower elements. In the West, Buddhism is often associated with the ideas of reincarnation, karma, and retribution, but these are not originally Buddhist concepts. They were already well established when the Buddha began teaching. In fact, they were not at all at the heart of what the Buddha taught. Thích Nhất Hạnh The idea of reincarnation suggests there is a separate soul, self, or spirit that somehow leaves the body at death, flies away, and then reincarnates in another body. It’s as though the body is some kind of house for the mind, soul, or spirit. This implies that the mind and body can be separated from each other, and that although the body is impermanent, the mind and spirit are somehow permanent. But neither of these ideas is in accord with the deepest teachings of Buddhism. Thích Nhất Hạnh We can speak of two kinds of Buddhism: popular Buddhism and deep Buddhism. Different audiences need different kinds of teachings, so the teachings should always be adapted in order to be appropriate to the audience...In popular Buddhist culture, it is said there are countless hell realms that we can fall into after dying. Many temples display vivid illustrations of what can happen to us in the hell realms—for example, if we lie in this lifetime, our tongue will be cut out in the next. -
Downloads/10YEARSMALL.Pdf
THE NOBLE PATH OF SOCIALLY-ENGAGED PEDAGOGY: CONNECTING TEACHING AND LEARNING WITH PERSONAL AND SOCIETAL WELL-BEING by CLAY McLEOD LL.B., The University of Alberta, 1992 B.Ed., Malaspina University-College, 1999 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN EDUCATION in THE COLLEGE OF GRADUATE STUDIES THE UNIVERSITY OF BRITISH COLUMBIA - OKANAGAN September, 2007 © Clay McLeod, 2007 ii ABSTRACT This thesis is an articulation of how the principles of socially-engaged Buddhism, a spiritual practice rooted in the teachings of the historical Buddha that integrates Buddhist practice and social activism, can enrich and enhance contemporary educational practice. It discusses Buddhist epistemology, metaphysics, ontology, psychology, ethics, and practice and relates these things to holistic education, critical pedagogy, SEL, and global education. On the basis of the theoretical understanding represented by that discussion, it articulates several theoretical principles that can be practically applied to the practice of teaching and learning to make it resonate with the theory and approach of socially- engaged Buddhism. In integrating the implications of Buddhist teachings and practices with teaching and learning practice, it draws from bell hooks’ notion of “engaged pedagogy” in order to articulate a transformational, liberatory, and progressive approach to teaching called “socially-engaged pedagogy.” Socially-engaged pedagogy represents the notion that teaching and learning can be a practical site for progressive social action designed to address the real problem of suffering, both in the present and in the future, as it manifests in the world, exemplified by stress, illness, violence, war, discrimination, oppression, exploitation, poverty, marginalization, and ecological degradation.