Buddhism and Cognitive Sciences in Dialogue: Pedagogical Reflections on Teaching Across Disciplines
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1 the Mind-Body-Body Problem Robert
1 The Mind-Body-Body Problem Robert Hanna and Evan Thompson∗ Theoria et Historia Scientiarum: International Journal for Interdisciplinary Studies 7 (1) (2003): 23-42. From the point of view of Husserl’s ontology, the traditional mind-body problem looks hopelessly simplistic. Not only must we deal with relations between mind— indeed consciousness, soul [psyche], spirit [human personhood]—and body. We must address different aspects of the body itself as living organism and as material thing. This body-body problem is suppressed in a Cartesian ontology that reduces the body to a mechanism in the sense of seventeenth-century physics, as Descartes sought to reduce all of physics to mechanics. —David Woodruff Smith1 It seems to me that post-Kripke, the most promising line of attack on the mind- body problem is to see whether any sense can be made of the idea that mental processes might be physical processes necessarily but not analytically. —Thomas Nagel2 ∗ We gratefully acknowledge the Center for Consciousness Studies at the University of Arizona, Tucson, which provided a grant for the support of this work. E.T. is also supported by the Social Sciences and Humanities Research Council of Canada, and the McDonnell Project in Philosophy and the Neurosciences. 1 See David Woodruff Smith, “Mind and Body,” in The Cambridge Companion to Husserl (Cambridge: Cambridge University Press, 1995), pp. 323-393, at p. 358. 2 Thomas Nagel, “The Psychophysical Nexus,” in Paul Boghossian and Christopher Peacocke (eds.), New Essays on the A Priori (Oxford: Clarendon/Oxford University Press, 2000), pp. 433-471, at p. 434. -
Mindfulness and Psychotherapy
MINDFULNESS AND PSYCHOTHERAPY Mindfulness and Psychotherapy Edited by CHRISTOPHER K. GERMER RONALD D. SIEGEL PAUL R. FULTON THE GUILFORD PRESS New York London © 2005 The Guilford Press A Division of Guilford Publications, Inc. 72 Spring Street, New York, NY 10012 www.guilford.com All rights reserved No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher. Printed in the United States of America This book is printed on acid-free paper. Last digit is print number:987654321 Library of Congress Cataloging-in-Publication Data Mindfulness and psychotherapy / Christopher K. Germer, Ronald D. Siegel, Paul R. Fulton, editors.— 1st ed. p. cm. Includes bibliographical references and index. ISBN 1-59385-139-1 1. Meditation—Therapeutic use. 2. Meditation—Buddhism. 3. Psychotherapy. I. Germer, Christopher K. II. Siegel, Ronald D. III. Fulton, Paul R. RC489.M43M56 2005 615.8′52—dc22 2004028821 In memory of Phil About the Editors About the Editors Christopher K. Germer, PhD, is a clinical psychologist in private prac- tice, specializing in mindfulness-based treatment of anxiety and panic. He has been integrating meditation and mindfulness principles into psy- chotherapy since 1978. Dr. Germer has taken over a dozen trips to India to explore the varieties of meditation and yoga. He is currently the Di- rector of Continuing Education for the Institute for Meditation and Psy- chotherapy and is a clinical instructor in psychology at Harvard Medical School. Ronald D. Siegel, PsyD, is a clinical psychologist, a member of the clini- cal faculty of Harvard Medical School for over 20 years, and a long- term student of mindfulness meditation. -
Consciousness and Its Evolution: from a Human Being to a Post-Human
Uniwersytet Marii Curie-Skłodowskiej w Lublinie Wydział Filozofii i Socjologii Taras Handziy Consciousness and Its Evolution: From a Human Being to a Post-Human Rozprawa doktorska napisana pod kierunkiem dr hab. Zbysława Muszyńskiego, prof. nadzw. UMCS Lublin 2014 Table of Contents Introduction ………………………………………………………………………………………. 8 Chapter 1: Consciousness, Mind, and Body …………………………………………………… 18 1.1 Conceptions of Consciousness …………………………………………………………. 18 1.1.1 Colin McGinn’s Conception of Consciousness ……………………………………….... 18 1.1.1.1 Owen Flanagan’s Analysis of Colin McGinn’s Conception of Consciousness ….…….. 20 1.1.2 Paola Zizzi’s Conception of Consciousness ………………………………………….… 21 1.1.3 William James’ Stream of Consciousness ……………………………………………… 22 1.1.4 Ervin Laszlo’s Conception of Consciousness …………………………………………... 22 1.2 Consciousness and Soul ………………………………………...………………………. 24 1.3 Problems in Definition of Consciousness ………………………………………………. 24 1.4 Distinctions between Consciousness and Mind ………………………………………... 25 1.5 Problems in Definition of Mind ………………………………………………………… 26 1.6 Dogmatism in Mind and Mind without Dogmatism ……………………………………. 27 1.6.1 Dogmatism in Mind …………………………………………………………………….. 27 1.6.2 Mind without Dogmatism …………………………………………………………….… 28 1.6.3 Rupert Sheldrake’s Dogmatism in Science …………………………………………….. 29 1.7 Criticism of Scientific Approaches towards Study of Mind ……………….…………… 30 1.8 Conceptions of Mind …………………………………………………………………… 31 1.8.1 Rupert Sheldrake’s Conception of Extended Mind …………………………………….. 31 1.8.2 Colin McGinns’s Knowing and Willing Halves of Mind ……………………………..... 34 1.8.3 Francisco Varela’s, Evan Thompson’s, and Eleanor Rosch’s Embodied Mind ………... 35 1.8.4 Andy Clark’s Extended Mind …………………………………………………………... 35 1.8.5 Role of Mind Understood by Paola Zizzi ………………………………………………. 36 1.9 Mind in Buddhism, Consciousness in Tibetan Buddhism ……………………………… 36 1.9.1 Mind in Buddhism ……………………………………………………………………… 36 1.9.2 B. -
The Meaning of “Zen”
MATSUMOTO SHIRÕ The Meaning of “Zen” MATSUMOTO Shirõ N THIS ESSAY I WOULD like to offer a brief explanation of my views concerning the meaning of “Zen.” The expression “Zen thought” is not used very widely among Buddhist scholars in Japan, but for Imy purposes here I would like to adopt it with the broad meaning of “a way of thinking that emphasizes the importance or centrality of zen prac- tice.”1 The development of “Ch’an” schools in China is the most obvious example of how much a part of the history of Buddhism this way of think- ing has been. But just what is this “zen” around which such a long tradition of thought has revolved? Etymologically, the Chinese character ch’an 7 (Jpn., zen) is thought to be the transliteration of the Sanskrit jh„na or jh„n, a colloquial form of the term dhy„na.2 The Chinese characters Ï (³xed concentration) and ÂR (quiet deliberation) were also used to translate this term. Buddhist scholars in Japan most often used the com- pound 7Ï (zenjõ), a combination of transliteration and translation. Here I will stick with the simpler, more direct transliteration “zen” and the original Sanskrit term dhy„na itself. Dhy„na and the synonymous sam„dhi (concentration), are terms that have been used in India since ancient times. It is well known that the terms dhy„na and sam„hita (entering sam„dhi) appear already in Upani- ¤adic texts that predate the origins of Buddhism.3 The substantive dhy„na derives from the verbal root dhyai, and originally meant deliberation, mature reµection, deep thinking, or meditation. -
Shwe U Daung and the Burmese Sherlock Holmes: to Be a Modern Burmese Citizen Living in a Nation‐State, 1889 – 1962
Shwe U Daung and the Burmese Sherlock Holmes: To be a modern Burmese citizen living in a nation‐state, 1889 – 1962 Yuri Takahashi Southeast Asian Studies School of Languages and Cultures Faculty of Arts and Social Sciences The University of Sydney April 2017 A thesis submitted in fulfilment of requirements for the degree of Doctor of Philosophy Statement of originality This is to certify that to the best of my knowledge, the content of this thesis is my own work. This thesis has not been submitted for any degree or other purposes. I certify that the intellectual content of this thesis is the product of my own work and that all the assistance received in preparing this thesis and sources has been acknowledged. Yuri Takahashi 2 April 2017 CONTENTS page Acknowledgements i Notes vi Abstract vii Figures ix Introduction 1 Chapter 1 Biography Writing as History and Shwe U Daung 20 Chapter 2 A Family after the Fall of Mandalay: Shwe U Daung’s Childhood and School Life 44 Chapter 3 Education, Occupation and Marriage 67 Chapter ‘San Shar the Detective’ and Burmese Society between 1917 and 1930 88 Chapter 5 ‘San Shar the Detective’ and Burmese Society between 1930 and 1945 114 Chapter 6 ‘San Shar the Detective’ and Burmese Society between 1945 and 1962 140 Conclusion 166 Appendix 1 A biography of Shwe U Daung 172 Appendix 2 Translation of Pyone Cho’s Buddhist songs 175 Bibliography 193 i ACKNOWLEGEMENTS I came across Shwe U Daung’s name quite a long time ago in a class on the history of Burmese literature at Tokyo University of Foreign Studies. -
Training in Wisdom 6 Yogacara, the ‘Mind Only’ School: Buddha Nature, 5 Dharmas, 8 Kinds of Consciousness, 3 Svabhavas
Training in Wisdom 6 Yogacara, the ‘Mind Only’ School: Buddha Nature, 5 Dharmas, 8 kinds of Consciousness, 3 Svabhavas The Mind Only school evolved as a response to the possible nihilistic interpretation of the Madhyamaka school. The view “everything is mind” is conducive to the deep practice of meditational yogas. The “Tathagatagarbha”, the ‘Buddha Nature’ was derived from the experience of the Dharmakaya. Tathagata, the ‘Thus Come one’ is a name for a Buddha ( as is Sugata, the ‘Well gone One’ ). Garbha means ‘embryo’ and ‘womb’, the container and the contained, the seed of awakening . This potential to attain Buddhahood is said to be inherent in every sentient being but very often occluded by kleshas, ( ‘negative emotions’) and by cognitive obscurations, by wrong thinking. These defilements are adventitious, and can be removed by practicing Buddhist yogas and trainings in wisdom. Then the ‘Sun of the Dharma’ breaks through the clouds of obscurations, and shines out to all sentient beings, for great benefit to self and others. The 3 svabhavas, 3 kinds of essential nature, are unique to the mind only theory. They divide what is usually called ‘conventional truth’ into two: “Parakalpita” and “Paratantra”. Parakalpita refers to those phenomena of thinking or perception that have no basis in fact, like the water shimmering in a mirage. Usual examples are the horns of a rabbit and the fur of a turtle. Paratantra refers to those phenomena that come about due to cause and effect. They have a conventional actuality, but ultimately have no separate reality: they are empty. Everything is interconnected. -
Mindfulness, Meditation and Dharma Art: Clues for the Pedagogy of the Actor1
Mindfulness, Meditation and Dharma Art: Clues for the Pedagogy of the Actor1 Daniel Reis Plá Federal University of Santa Maria (UFMG), Brazil. [email protected] ABSTRACT This article discusses the intersection between the performing arts and contemplative practices, especially meditation, in my practice as a teacher of performing arts. With this orientation, I address concepts such as mindfulness, meditation, and Dharma Art to present an introduction to this theme and to raise questions I consider essential when approaching it. Finally, I point to the potential contributions this discussion can offer regarding the training of performers from a contemplative perspective. Keywords: Meditation, Dharma Art, performing arts pedagogy, mindfulness. Introduction This article aims to present a theme that has captured my attention over the past 10 years — the relationship between contemplative practices and performing arts. Despite the lack of academic publications on the topic in my country (Brazil), as compared to north-American and European contexts, throughout this time I have been able to study this dynamic, initially with a special focus on dialogue with the Buddhist meditation tradition2. During this time, my vision has been enlarged through contact with other scholars studying in the same field; especially through my relationship with the Centre for Psychophysical Performance Research at the University of Huddersfield, and my participation in the ‘Mindfulness and Performance’ project (MaP, 2015-2016), in the same centre, as part of my post-doctoral research funded by the Brazilian Coordination for the Improvement of Higher-Education Personnel (CAPES). This last experience raised questions regarding how to name the field that emerges from the relationship between theatre and mindfulness practices. -
The Depth Psychology of the Yogacara
Aspects of Buddhist Psychology Lecture 42: The Depth Psychology of the Yogacara Reverend Sir, and Friends Our course of lectures week by week is proceeding. We have dealt already with the analytical psychology of the Abhidharma; we have dealt also with the psychology of spiritual development. The first lecture, we may say, was concerned mainly with some of the more important themes and technicalities of early Buddhist psychology. We shall, incidentally, be referring back to some of that material more than once in the course of the coming lectures. The second lecture in the course, on the psychology of spiritual development, was concerned much more directly than the first lecture was with the spiritual life. You may remember that we traced the ascent of humanity up the stages of the spiral from the round of existence, from Samsara, even to Nirvana. Today we come to our third lecture, our third subject, which is the Depth Psychology of the Yogacara. This evening we are concerned to some extent with psychological themes and technicalities, as we were in the first lecture, but we're also concerned, as we were in the second lecture, with the spiritual life itself. We are concerned with the first as subordinate to the second, as we shall see in due course. So we may say, broadly speaking, that this evening's lecture follows a sort of middle way, or middle course, between the type of subject matter we had in the first lecture and the type of subject matter we had in the second. Now a question which immediately arises, and which must have occurred to most of you when the title of the lecture was announced, "What is the Yogacara?" I'm sorry that in the course of the lectures we keep on having to have all these Sanskrit and Pali names and titles and so on, but until they become as it were naturalised in English, there's no other way. -
The Routledge Handbook of Embodied Cognition
THE ROUTLEDGE HANDBOOK OF EMBODIED COGNITION Embodied cognition is one of the foremost areas of study and research in philosophy of mind, philosophy of psychology and cognitive science. The Routledge Handbook of Embodied Cognition is an outstanding guide and reference source to the key philosophers, topics and debates in this exciting subject and essential reading for any student and scholar of philosophy of mind and cognitive science. Comprising over thirty chapters by a team of international contributors, the Handbook is divided into six parts: Historical underpinnings Perspectives on embodied cognition Applied embodied cognition: perception, language, and reasoning Applied embodied cognition: social and moral cognition and emotion Applied embodied cognition: memory, attention, and group cognition Meta-topics. The early chapters of the Handbook cover empirical and philosophical foundations of embodied cognition, focusing on Gibsonian and phenomenological approaches. Subsequent chapters cover additional, important themes common to work in embodied cognition, including embedded, extended and enactive cognition as well as chapters on embodied cognition and empirical research in perception, language, reasoning, social and moral cognition, emotion, consciousness, memory, and learning and development. Lawrence Shapiro is a professor in the Department of Philosophy, University of Wisconsin – Madison, USA. He has authored many articles spanning the range of philosophy of psychology. His most recent book, Embodied Cognition (Routledge, 2011), won the American Philosophical Association’s Joseph B. Gittler award in 2013. Routledge Handbooks in Philosophy Routledge Handbooks in Philosophy are state-of-the-art surveys of emerging, newly refreshed, and important fields in philosophy, providing accessible yet thorough assessments of key problems, themes, thinkers, and recent developments in research. -
The Real Christ Is Buddhi-Manas, the Glorified Divine Ego V
The real Christ is Buddhi- Manas, the glorified Divine Ego The real Christ is Buddhi-Manas, the glorified Divine Ego v. 13.13, www.philaletheians.co.uk, 21 March 2018 Page 1 of 61 THE REAL CHRIST IS BUDDHI-MANAS ABSTRACT AND TRAIN OF THOUGHTS Abstract and train of thoughts Was Jesus as Son of God and Saviour of Mankind, unique in the world’s annals? The real Saviours of Mankind all descend to the Nether World, the Kingdom of Darkness, of temptation, lust, and selfishness. And, after having overcome the Chrēst condition or the tyranny of separateness, their astral or worldly ego is enlightened by Lucifer, the Glorified Divine Ego (Buddhi-Manas), who is the real Christ in every man. 5 Pythagoras, Buddha, Apollonius, were Initiates of the same Secret School. 7 The Sun is the external manifestation of the Seventh Principle of our Planetary System while the Moon is its Fourth Principle. Shining in the borrowed robes of her Master, she is saturated with and reflects every passionate impulse and evil desire of her grossly material body, our earth. 9 Jesus as “Son of God” and “Saviour of Mankind,” was not unique in the world’s annals The “infallible” Churches made up history as they went along. 11 Building up the Apostolic Church on a jumble of contradictions. 12 See how the Fathers have falsified Jesus’ last words and made him a victim of his own success. 12 “My God, my Sun, thou hast poured thy radiance upon me!” concluded the thanksgiving prayer of the Initiate, “the Son and the Glorified Elect of the Sun.” 14 And thus his Father’s name was written on his forehead. -
The Yogācāra Theory of Three Natures: Internalist and Non-Dualist Interpretation
Comparative Philosophy Volume 9, No. 1 (2018): 18-31 Open Access / ISSN 2151-6014 www.comparativephilosophy.org THE YOGĀCĀRA THEORY OF THREE NATURES: INTERNALIST AND NON-DUALIST INTERPRETATION MATTHEW MACKENZIE ABSTRACT: According to Vasubandhu’s Trisvabhāvanirdeśa or Treatise on the Three Natures, experiential phenomena can be understood in terms of three natures: the constructed (parikalpita), the dependent (paratantra), and the consummate (pariniṣpanna). This paper will examine internalist and anti-internalist or non-dualist interpretations of the Yogācāra theory of the three natures of experience. The internalist interpretation is based on representationalist theory of experience wherein the contents of experience are logically independent of their cause and various interconnected cognitive processes continually create an integrated internal world-model that is transparent to the cognitive system that creates and uses it. In contrast, the anti-internalist interpretation begins, not from the constructed nature of experiential objects, but from the perfected nature of mind-world non-duality. This interpretation treats the distinctions between inside and outside, subject and object, mind and world as distinctions drawn within experience rather than between experience and something else. And experience here refers to the continuous dynamic interplay of factors constituting our sentient embodied (nāma-rūpa) existence. Having examined each interpretation, the paper will suggest some reasons to favor the non-dualist view. Keywords: Yogācāra, Buddhist idealism, internalism, non-dualism, three natures of phenomena, Vasubandhu, solipsism 1. INTRODUCTION According to Vasubandhu’s Trisvabhāvanirdeśa or Treatise on the Three Natures, experiential phenomena can be understood in terms of three natures (svabhāva) and three forms of naturelessness (niḥsvabhāvatā). The three natures are the fabricated or constructed nature (parikalpita-svabhāva), the dependent nature (paratantra- svabhāva), and the perfected or consummate nature (pariniṣpanna-svabhāva). -
66–95. © Tsering Dorji Objectless Loving-Kindness & Compassion
Objectless Loving-Kindness & Compassion: Why anārambaṇā maitrīkaruṇā became unique to bodhisattvas. Tsering Dorji Abstract This paper* analyses why anārambaṇā maitrīkaruṇā became an important and unique concept in early non-tantric Indian Mahāyāna Buddhism. Through the study of early Mahāyāna Sūtras and Śāstras, I explore what the early Mahāyāna Sūtras and Śāstras tell us about ‘objectless loving- kindness and compassion’ in the context of threefold maitrī and karuṇā. By examining these early Mahāyāna Sūtras and Śāstras, and also early non-Mahāyāna Pāli nikāyas, abhidhammas and commentaries, I argue that anārambaṇā maitrīkaruṇā became unique to Mahāyāna because of the fundamental shift of goal from mainstream Buddhism; why śrāvakas or Hīnayānists do not practise anārambaṇā maitrīkaruṇā is not originally because of lack of non-conceptual wisdom or lack of understanding of the emptiness of dharma, but because for śrāvakas and mainstream Buddhists maitrī and karuṇā are not essential in attaining their bodhi. Śrāvakas are those who learn and uphold the teachings taught by the Buddha by actualising the true nature of dharma (dharmatāṃ sākṣātkurvanti).1 *When this paper was submitted for publication, we saw that it proposed an interesting argument, but the Sanskrit quotations were riddled with mistakes. Both we and the author were under lockdown and had no access to most of the texts. We decided to make the many corrections which seemed obvious, and to leave the other mistakes as received, given that they rarely if ever affect the argument. Ed. 1 Mitra 1888:4 Aṣṭasāhasrikā: /śrāvakā bhāṣante...tathāgatena dharmo deśitaḥ, tatra dharmadeśanāyāṃ śikṣamāṇās te tāṃ dharmatāṃ sākṣātkurvanti dhārayanti/ . (18): 66–95.