DOCSLIB.ORG

Religious Studies with Language: Indo-Tibetan Buddhism MA Degree

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Religious Studies with Language: Indo-Tibetan Buddhism MA Degree Religious Studies with Language: summer program, they would qualify to enter the Nitartha Teacher- in-Training Program. (For information, see www.nitarthainstitute.org.) Indo-Tibetan Buddhism MA Note on fees: There are occasional course fees associated with The 61-credit MA Religious Studies with Language program with the individual Naropa classes, which are subject to change. The Indo-Tibetan Buddhism concentration includes all the course work noncredit requirement of the monthlong Buddhist meditation retreat of the MA Religious Studies degree with the Indo-Tibetan Buddhism costs approximately $1,500 (or $750 for two weeks for students concentration, and is enriched by training in either Sanskrit or choosing the Nitartha Institute Shedra-Gomdra Option). The Tibetan through two years (16 credits) of course work or more. Nitartha Institute option students also register for a 6-credit Nitartha This degree surveys Indian and Tibetan Buddhism with emphasis summer program through Naropa, which will cover the tuition cost, on textual and meditative lineages, integrating study and practice but not the room and board, texts, and other items of the Nitartha each semester, with the added dimension of exploring Buddhist program, which add up to approximately $1,700 after receiving texts beyond the filter of a particular English translation through a scholarship from Nitartha and Naropa. The prices listed above language study. The faculty includes Western-trained academics are estimates based on current costs. These costs are determined and acharyas (master teachers) steeped in Tibetan Buddhist by outside organizations and are subject to change. practice, as well as English-speaking Tibetan lamas extensively trained in their own traditions. Tibetan Language Teacher Training Sanskrit Program Each year, a top student is chosen from the third-year Tibetan Sanskrit is a classical language of South Asia, that is foundational language students to help a faculty member teach Tibetan I and II. to Buddhist, Jain, and Hindu religious traditions. The formative works The student must be concurrently enrolled in Tibetan V and VI. of yoga and tantra were also composed in Sanskrit. The Sanskrit language option provides students with a knowledge of Sanskrit Tibetan Apprenticeships grammar and vocabulary, as well as initial reading skills, providing access to the remarkable textual archive of South Asia. Students who have excelled in two semesters of Tibetan may apply for a research assistant position with the Tsadra Foundation Tibetan Research Center in Boulder. If applicants also have studied Sanskrit, that is a plus, but not required. Students who have completed at Study of the Tibetan language provides access to the rich and least four Tibetan courses are eligible to apply to the Nalanda diverse world of Tibetan Buddhist literature, to the oral teachings Translation Committee Apprenticeship program, which provides of contemporary Tibetan masters, and to a great body of Indian funding for a year (or more) for further Tibetan language training texts that survive only in Tibetan translation. The Tibetan Language with the translation committee after they complete their degree. option provides training in both classical Tibetan and the spoken language. Study of classical Tibetan involves learning grammar Culminating Requirements and vocabulary of the classical language and the reading of texts. Modern Tibetan is learned through the study of the contemporary The degree program concludes with an oral comprehensive idiom with practice in hearing and speaking Tibetan. exam as well as a master’s paper or project, which can include a translation of Sanskrit or Tibetan. Meditation Requirements and the Nitartha Institute Shedra-Gomdra Option Degree Requirements In addition to four meditation courses taken simultaneously with their First year, fall related Buddhist Studies course, there is a non-credit requirement for • REL503 Tibetan I (4) or REL507 Sanskrit I (4) a Buddhist Meditation Intensive (REL650) for which students have • REL600 Meditation Practicum I: Seeds of Peace (3) two options: 1) twenty-eight days of intensive Buddhist meditation • REL611 First Turning of the Wheel: Nature of Mind and practice done as a monthlong program or divided into two-week, Emotions (3) ten-day, or seven-day programs, in a Buddhist tradition of the • REL614 Mind and Its World (3) student’s choice, e.g., Tibetan, Zen, Theravada, and so forth; or • REL645 Methods and Issues in the Study of Religion (3) 2) the Nitartha Institute intensive study (Shedra) and meditation (Gomdra) option, in which the students attend a month of the SUBTOTAL 16 Nitartha Institute Summer program plus, separately, two weeks First year, spring of intensive Buddhist meditation in the tradition of their choice. With their other degree requirements, the Nitartha option enables • REL533 Tibetan II (4) or REL537 Sanskrit II (4) the student go on to qualify for the Nitartha Institute Certificates • REL620 Meditation Practicum II: Self and No-Self (3) of Completion for its Foundation and Intermediate Curriculums, • REL650 Buddhist Meditation Intensive (noncredit)* and to enter its Advanced Curriculum. With the Foundation and • REL661 Second Turning of the Wheel: The Bodhisattva Path (3) Intermediate Certificates, and attendance at a second month-long • REL655 Trends in Religious Studies (3) • Religious Studies or Graduate Collective elective (3)** 1 Naropa Course Catalog 2019—2020 SUBTOTAL 16 • REL546 Flight of the Swans: Dharma Comes West (3) • REL751 Buddhism in Tibet (3) First year, summer • REL760 Vajrayana: Symbol, Iconography, and Ritual (3) Nitartha Institute Shedra-Gomdra Option only: *** General Electives • REL547 Contemplative Practice Intensive (3) - Mahamudra • REL525 Contemplative Christianity (3) Shamatha - Nitartha Institute Shedra-Gomdra Option only • REL529 Contemplative Judaism (3) • REL701 The Middle Way School (3) - Nitartha Institute Shedra- • REL530 Yoga and Globalization: The Inception of Postural Gomdra Option only Yoga (3) SUBTOTAL 6 (Nitartha Institute Shedra-Gomdra Option only- uses 6 • REL535 Kabbalah and Consciousness (3) elective credits) • REL545 Contemplative Islam: An Introduction to Its History, Thought, and Practice (3) Second year, fall • REL585 Spiritual Models of Social Action (3) • REL553 Tibetan III (4) or REL557 Sanskrit III (4) • REL623 Religious Experience in Africa: Sacred Cosmos, Ritual, • REL635 Meditation Practicum III: Mind-Training (3) and Community (3) • REL710 Third Turning of the Wheel: Yogacara and Buddha • REL625 Christian Scripture and Spirituality (3) Nature (3) • REL634 Hindu Tantra (3) • Religious Studies or Graduate Collective elective (3)** • REL655 Trends in Religious Studies (3) • REL672 Non-Dualism in Theory and Practice (3) SUBTOTAL 13 • REL676 Inner Oral Tradition of the Torah (3) Second year, spring • REL749 Contemporary American Religion (3) • REL779 Interreligious Dialogue (3) • REL583 Tibetan IV (4) or REL587 Sanskrit IV (4) • REL751 Buddhism in Tibet (3) or REL760 Vajrayana: Symbol, Contemplative Practice Electives Iconography, and Ritual (3) • REL504W Breeze of Simplicity: Meditation Weekend (1) • REL780 Meditation Practicum IV: Maitri and Mandala (3) • REL540 Zen Buddhism (3) • REL880 Comprehensive Exam (noncredit) • REL554W Opening the Heart: Meditation Weekend (1) • REL885 Master's Project (noncredit) • REL571 Christian Prayer and Mystical Practices (3) • Religious Studies or Graduate Collective electives • REL609W Mindfulness Instructor Training I (1)* (6)** Nitartha Institute Shedra-Gomdra Option students • REL690W–694W Shambhala Training Levels I–V(1) (0)*** • REL690W Shambhala Training Level I: The Art of Being SUBTOTAL 16 (10 for Nitartha Institute Shedra-Gomdra Human (1) • REL691W Shambhala Training Level II: Birth of the Warrior Option students) (1) Total Credits: 61 • REL692W Shambhala Training Level III: Warrior in the World (1) * It is highly recommended that students complete the noncredit • REL693W Shambhala Training Level IV: Awakened Heart monthlong Buddhist Meditation Intensive requirement (REL650) by (1) the winter break between the fall and spring semesters of their first • REL694W Shambhala Training Level V: Open Sky (1) year, or at the latest during the summer following their first year. • REL709W Mindfulness Instructor Training II (1)* Nitartha Institute Shedra-Gomdra Option students only required to • REL809W Mindfulness Instructor Training III (1)* do two weeks of this meditation intensive. * These courses must be taken in sequence. The prerequisites for ** Students can take up 6 of their elective credits in courses from REL609W are Meditation Practicum I and II, as well as a Buddhist other programs in The Graduate Collective that are designated monthlong meditation intensive, two weeks of which must be as open to students outside their programs, with permission of the completed before the class begins. faculty member. Religious Studies Course Listings *** Students choosing the Nitartha Institute Shedra-Gomdra Option should complete this monthlong program in the summer (REL) following their first year. This is integral to the sequence of the REL501W curriculum. This replaces 6 credits of electives in the final semester. Theravada Vipassana: Weekend (1.0) When mindfulness meditation is practiced, the exquisite ordinariness Religious Studies Electives of the movement of breath, of the sensation of the body sitting Buddhism Electives on the earth, and of the busyness of the mind and emotions is discovered. This
Load more

Recommended publications
  • The Efficacy of a Virtual Reality-Based Mindfulness Intervention
    The Efficacy of a Virtual Reality-Based Mindfulness Intervention Caglar Yildirim Tara O’Grady Khoury College of Computer Sciences Department of Computer Sciences Northeastern University State University of New York at Oswego Boston, MA, US Oswego, NY, US [email protected] [email protected] Abstract—Mindfulness can be defined as increased embodied within the body, feelings, states of mind, and awareness of and sustained attentiveness to the present moment. experiential phenomena. Mindfulness has been a topic of Recently, there has been a growing interest in the applications empirical research since its introduction in 1979 as a stress of mindfulness for empirical research in wellbeing and the use reduction intervention by Jon Kabat-Zinn [5]. Since then, of virtual reality (VR) environments and 3D interfaces as a there has been an increasing scholarly interest in its conduit for mindfulness training. Accordingly, the current applications for empirical research, and mindfulness training experiment investigated whether a brief VR-based mindfulness has been shown to lead to better cognitive control, increased intervention could induce a greater level of state mindfulness, happiness, satisfaction with life, and overall psychological when compared to an audio-based intervention and control wellbeing [31]. group. Results indicated two mindfulness interventions, VR- based and audio-based, induced a greater state of mindfulness, While previous studies have provided converging compared to the control group. Participants in the VR-based evidence for the benefits of long-term mindfulness training mindfulness intervention group reported a greater state of interventions, lasting from several weeks to months [5], these mindfulness than those in the guided audio group, indicating the studies necessitate the investment of a considerable amount of immersive mindfulness intervention was more robust.
    [Show full text]
  • A Hackathon for Classical Tibetan
    A Hackathon for Classical Tibetan Orna Almogi1, Lena Dankin2*, Nachum Dershowitz2,3, Lior Wolf2 1Universität Hamburg, Germany 2Tel Aviv University, Israel 3Institut d’Études Avancées de Paris, France *Corresponding author: Lena Dankin, [email protected] Abstract We describe the course of a hackathon dedicated to the development of linguistic tools for Tibetan Buddhist studies. Over a period of five days, a group of seventeen scholars, scientists, and students developed and compared algorithms for intertextual alignment and text classification, along with some basic language tools, including a stemmer and word segmenter. Keywords Tibetan; Buddhist studies; hackathon; stemming; segmentation; intertextual alignment; text classification. I INTRODUCTION In February 2016, a group of four Tibetologists (from the University of Hamburg), one digital humanities scholar (from Europe), and twelve computer scientists (from Israel and Europe) got together in Kibbutz Lotan in the Arava region of Israel with the stated goal of developing algorithmic methods for advancing Tibetan Buddhist textual studies. Participants were either recruited by the organizers or responded to an announcement on several mailing lists. See Figure 1. Most of the computer scientists had background in machine learning, and a few of them also had experience with natural language processing (NLP) research, but without any prior experience with Tibetan texts. The computer scientist organizers were quite familiar with programming workshops and contests and thought that the challenges presented by Tibetan texts would pose an ideal opportunity to explore the hackathon format. The hackathon is a short and intense event where computer scientists collaborate to develop software. For that purpose, it was essential to recruit as many software developers as possible.
    [Show full text]
  • Chariot of Faith Sekhar Guthog Tsuglag Khang, Drowolung
    Chariot of Faith and Nectar for the Ears A Guide to: Sekhar Guthog Tsuglag Khang Drowolung Zang Phug Tagnya Foundation for the Preservation of the Mahayana Tradition 1632 SE 11th Avenue Portland, OR 97214 USA www.fpmt.org © 2014 Foundation for the Preservation of the Mahayana Tradition, Inc. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system or technologies now known or developed, without permission in writing from the publisher. Set in Goudy Old Style 12/14.5 and BibleScrT. Cover image over Sekhar Guthog by Hugh Richardson, Wikimedia Com- mons. Printed in the USA. Practice Requirements: Anyone may read this text. Chariot of Faith and Nectar for the Ears 3 Chariot of Faith and Nectar for the Ears A Guide to Sekhar Guthog, Tsuglag Khang, Drowolung, Zang Phug, and Tagnya NAMO SARVA BUDDHA BODHISATTVAYA Homage to the buddhas and bodhisattvas! I prostrate to the lineage lamas, upholders of the precious Kagyu, The pioneers of the Vajrayana Vehicle That is the essence of all the teachings of Buddha Shakyamuni. Here I will write briefly the story of the holy place of Sekhar Guthog, together with its holy objects. The Glorious Bhagavan Hevajra manifested as Tombhi Heruka and set innumerable fortunate ones in the state of buddhahood in India. He then took rebirth in a Southern area of Tibet called Aus- picious Five Groups (Tashi Ding-Nga) at Pesar.1 Without discourage- ment, he went to many different parts of India where he met 108 lamas accomplished in study and practice, such as Maitripa and so forth.
    [Show full text]
  • His Eminence Chöje Ayang Rinpoche – Background, Lineage and Previous Lives
    His Eminence Chöje Ayang Rinpoche – Background, Lineage and Previous Lives His Eminence Chöje Ayang Rinpoche was born into a nomadic family in Eastern Tibet (Kham). At his birth special signs appeared. His mother dreamed of a Buddha- like being who emanated a golden vajra that merged into the crown of her head. During another dream a bright light appeared, like a shooting star from the west. It dissolved into her body, filling the whole earth and sky with red light. The young boy was recognised by a delegation of high lamas, including His Holiness The 16th Gyalwang Karmapa, Ayang Drubchen Tenpai Nyinpa, Nelong Drubchen, Traleg Kyagbon, and the tutor of His Holiness Drikung Kyobgon Chabra Rinpoche, as the mind (wisdom) emanation of Terton Rigzin Chögyal Dorje and the seventh incarnation of the founder of the Ayang Monastery in Eastern Tibet (Kham), which was built around 1580 C.E. as a branch of the main Drikung monastery. He took his monk's vows and received his early training at Drikung Thil Changchub Ling, the main Drikung Kagyu monastery in central Tibet. From 1951 to 1955 he studied at Drikung Nyima Changra Philosophical College in central Tibet. From Khenpo Tsense Sangpo he received all the Nyingthig initiations and teachings as well as his first Phowa teaching according to the Nyingma tradition. From the great Drikung lama Nyizong Tripa he received all the initiations of Rinchen Ter Dzod and Kagyu Nag Dzod. From his own monastery, Ayang Thupten Rinpoche, who was also the tutor of the head of the Drikung lineage, bestowed on him teachings of the Six Yogas of Naropa and Mahamudra.
    [Show full text]
  • Ojai: the Crucible of Southern California's Cultic Milieu
    CALIFORNIA STATE UNIVERSITY, NORTHRIDGE Ojai: the Crucible of Southern California’s Cultic Milieu A thesis submitted in partial fulfillment of the requirements For the degree of Master of Arts in Anthropology By Cody Beckley December 2015 The thesis of Cody Beckley is approved: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Dr. Christina Von Mayrhauser Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Dr. Kimberly Kirner Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ Dr. Sabina Magliocco, Chair Date California State University, Northridge ii Acknowledgments I couldn’t complete this thesis on my own; there are many people whose advice, guidence, and support have contributed to make this thesis a reality. First of all, I thank my familiy, especially my mother Paula Beckley, whose love, support, and paitence I am eternally grateful for. To my grandfather Calvin and my uncle Clifford, who I have both lost during this time, and who were both very proud of me.
    [Show full text]
  • Spring 2002 Vol
    The NYEMA Sun NYEMA Projects' semi-annual newsletter on humanitarian projects in eastern Tibet Spring 2002 Vol. 1, No. 1 A Letter from Venerable Lama Norlha In This Issue: Dear Friends: Letter from Venerable Lama Norlha.. 1 From the bottom of my heart, I thank you for your generosity and support in helping to improve the quality About NYEMA . .1 of life in my native land of Nangchen over the past few years. The people of Nangchen are also sincerely Monastic Initiative: grateful and every day see reminders of their Kala Rongo . 2 benefactors' compassion. Korche Monastery. 3 Affiliated Projects . I am pleased to introduce the first issue of NYEMA's .4 on-line newsletter, The NYEMA Sun. Amazing progress is being made in so many areas–from the Education Initiative . opening of Tibet's first monastic college for women at 5 Kala Rongo Monastery to supplying new beds and stoves in the student dormitories at Yonten Gatsal Ling Medical Initiative. Primary School. Future projects include building 6 residences for Nangchen's elderly population, expanding our satellite school program that has introduced literacy and basic math skills to children in remote areas, Community Initiative. providing medical training for women, and continuing .7 to expand the monastic institutions that are so important to serving their communities and preserving the Donation Form . .. language, religion and culture of Tibet. .8 I hope you enjoy the first edition of The NYEMA Sun If you would like to and visit our website often to follow our ongoing be notified via email of progress. Tashi Delek! future newsletters–as well as important new Sincerely, develop-ments in Nangchen–we cordially Lama Norlha invite you to join our Lama Norlha mailing list.
    [Show full text]
  • 2018 Dzongsar Khyentse Rinpoche in Delhi, India
    ANNUAL REPORT 2018 Dzongsar Khyentse Rinpoche in Delhi, India. Photo by Alexvi. RINPOCHE’S REMARKS While it’s important for all human beings to bring reason to every avenue of their lives—social, political, and spiritual— academics particularly treasure, cherish, and nurture the critical, rational, and analytical faculties. In that regard, Buddhist studies have such sophisticated tools for sharpening our critical thinking that they even lead us to critique the critical mind itself. In this world and era of short attention spans, where we are so influenced by headlines, images, and sound bites and swayed by emotion, it’s ever more important to support and cultivate genuine traditions of critical thinking. That is also of paramount importance for followers of Shakyamuni Buddha who cherish his teachings. The traditional approach to the Buddhist path recognizes that a complete understanding and appreciation of the teachings cannot happen through academic and intellectual study alone, but requires us to practice the teachings and bring them into our lives. Prior to such practice, however, it has always been emphasized that hearing and contemplating the teachings is of the utmost importance. In short, study and critical analysis of the Buddhist teachings are as necessary for dedicated practitioners as they are valuable for scholars, leaders, and ordinary people the world over. —Dzongsar Khyentse Rinpoche, in his remarks announcing the Khyentse Gendün Chöpel Professorship of Tibetan Buddhist Studies at the University of Michigan, June, 2018 3 MESSAGE FROM THE EXECUTIVE DIRECTOR Sharing Buddha’s Wisdom with Everyone Dear friends and supporters of Khyentse Foundation, As Khyentse Foundation enters its 18th year of operation, I wish to take In managing the activities of the foundation, we try to maintain both an the opportunity to share some thoughts on the basic questions of who open mind and a critical approach.
    [Show full text]
  • Rethinking Classical Tibetan Pedagogy the Importance of Applying Multidisciplinary Research to Tibetan As a Second Language Education (TSL) Abstract
    Contact the author Rethinking Classical Tibetan Pedagogy The Importance of Applying Multidisciplinary Research to Tibetan as a Second Language Education (TSL) Abstract The following paper explores classical Tibetan language pedagogy as it’s generally practiced in the West, while suggesting a radical reinterpretation to that approach by providing alternatives based on the consensus of multidisciplinary research from second language education and linguistics, among others. Especial attention is paid to the importance of production processes (speaking and writing), phonology (listening and speaking), and environment (language exposure) and their roles in language learning contexts; these concerns lead us to the conclusion that the spoken language ought to be the basis for the study of sophisticated literature, even in a classical language context. We then turn toward the specific issues of Tibetan language literacy: the language diglossia; its history; why “classical” Tibetan is not a classic example of a classical language; and, briefly, how to overcome these obstacles in a Tibetan as a Second Language (TSL) educational context. Table of Contents Abstract Table of Contents 1. Grammar­Translation: The Current Model 2. Issues in Second Language Learning & Literacy (a) Production (b) Phonology (c) Environment (d) A Summary of Second Language Learning Issues 3. The Tibetan Diglossia and Its Effects on Second Language Learning (a) Diglossia: A Brief History and Its Modern Context (b) The Diglossia in Tibetan Language Education (c) The Classical Tibetan Misnomer (d) Tibetan Language Studies in Academia (e) Overcoming Language Diglossia for TSL 4. Conclusion 1 Rethinking Classical Tibetan Pedagogy The Importance of Applying Multidisciplinary Research to Tibetan as a Second Language Education (TSL)1 It’s safe to say that in the Tibetan language learning world, much ado is made about textual translation.
    [Show full text]
  • Re-Inventing Bcud Len As Vitalising Dietary Supplements in Contemporary Tibetan Medicine
    Asian Medicine 7 (2012) 196–224 brill.com/asme Treating Essence with Essence: Re-inventing bcud len as Vitalising Dietary Supplements in Contemporary Tibetan Medicine Barbara Gerke Abstract Bcud len (pronounced chulen) or ‘essence extraction’ practices have been described in classical Tibetan medical and religious texts as an element of rejuvenation therapies and preventive anti- ageing methods. These practices include the ingestion ofbcud len pills taken as a dietary supple- ment or as a substitute for food during meditation and fasting retreats. This paper1 discusses how ideas of bcud len are interpreted by Men-Tsee-Khang-trained Tibetan doctors in India as ‘health tonics’ and ‘dietary supplements.’ What underlies contemporary Tibetan medical ideas of an ‘essence extraction’ in relation to Tibetan rejuvenation therapies and pharmacological manufac- turing practices of such ‘tonics’? I argue that not all bcud len are ‘essence extractions’ and that what constitutes an ‘essence’ receives various interpretations by contemporary Tibetan doctors. Ethnographic examples presented are based on postdoctoral fieldwork in Dharamsala, Himachal Pradesh, India (2009–2010). Keywords Dietary supplements, essence extraction, bcud len, Tibetan medicine, Tibetan pharmacology, Sorig products Introduction The prolongation of life has occupied people’s thoughts in a multitude of dif- ferent cultural contexts. From myths and folk tales on the ‘fountain of youth’ to physiological-medical, alchemical, ritual and meditative long-life practices, longevity has been of vital concern in many societies. It has also been an important aspect of Asian medical systems, recently especially in the context of the pharmaceutical manufacturing of rejuvenating and aphrodisiac prod- ucts, largely marketed as dietary supplements.
    [Show full text]
  • A Guide to Shamatha Meditation
    A Guide to Shamatha Meditation by Thrangu Rinpoche Geshe Lharampa Copyright © 1999 by Namo Buddha Publications. This teaching is taken from the much longer The Four Foundations of Buddhist Practice by Thrangu Rinpoche. The teachings are based on Pema Karpo’s Mahamudra Meditation Instructions. This teaching was given in Samye Ling in Scotland in 1980. These inexpensive booklets may be purchased in bulk from Namo Buddha Publications. If it is translated into any other language, we would appreciate it if a copy of the translation. The technical terms have been italicized the first time to alert the reader that they may be found in the Glossary. Dorje Chang Lineage Prayer Great Vajradhara, Tilopa, Naropa Marpa, Milarepa, and lord of the dharma Gampopa The knower of the three times, the omniscient Karmapa The holders of the lineage of the four great and eight lesser schools. The lamas Trikung, Tsalung, Tsalpa, and glorious Drungpa and others To all those who have thoroughly mastered the profound path of mahamudra The Dagpo Kagyu who are unrivalled as protectors of beings I pray to you, the Kagyu gurus, to grant your blessing So that I may follow your tradition and example. The teaching is that detachment is the foot of meditation; Not being possessed by food or wealth. To the meditator who gives up the ties to this life, Grant your blessing so that he ceases to be attached to honor or ownership. The teaching is that devotion is the head of meditation. The lama opens the gate to the treasury of the profound oral teachings, To the meditator who always turns to him, Grant your blessing so that genuine devotion is born in him.
    [Show full text]
  • 1. Introduction
    1. Introduction 1. INTRODUCTION...........................................................................................................................2 ORIGINS OF BUDDHISM .......................................................................................................................2 THE PRACTICE LINEAGES ....................................................................................................................3 The Kagyü Lineage........................................................................................................................3 The Nyingma Lineage.....................................................................................................................5 The Surmang Tradition..................................................................................................................5 VIDYADHARA, THE VENERABLE CHÖGYAM TRUNGPA, RINPOCHE .............................................................6 THE VAJRA REGENT ÖSEL TENDZIN......................................................................................................9 THE SAKYONG, JAMGÖN MIPHAM RINPOCHE .......................................................................................12 RELATED ORGANIZATIONS................................................................................................................14 Nalanda Foundation....................................................................................................................14 Naropa University.......................................................................................................................16
    [Show full text]
  • Department of South Asian Languages and Civilizations 1
    Department of South Asian Languages and Civilizations 1 Department of South Asian Languages and Civilizations Chair • Whitney Cox Professors • Muzaffar Alam - Director of Graduate Studies • Dipesh Chakrabarty • Ulrike Stark • Gary Tubb Associate Professors • Whitney Cox • Thibaut d’Hubert • Sascha Ebeling • Rochona Majumdar Assistant Professors • Andrew Ollett • Tyler Williams - Director of Undergraduate Studies Visiting Professors • E. Annamalai Associated Faculty • Daniel A. Arnold (Divinity School) • Christian K. Wedemeyer (Divinity School) Instructional Professors • Mandira Bhaduri • Jason Grunebaum • Sujata Mahajan • Timsal Masud • Karma T. Ngodup Emeritus Faculty • Wendy Doniger • Ronald B. Inden • Colin P. Masica • C. M. Naim • Clinton B.Seely • Norman H. Zide The Department The Department of South Asian Languages and Civilizations is a multidisciplinary department comprised of faculty with expertise in the languages, literatures, histories, philosophies, and religions of South Asia. The examination of South Asian texts, broadly defined, is the guiding principle of our Ph.D. degree, and the dissertation itself. This involves acquaintance with a wide range of South Asian texts and their historical contexts, and theoretical reflection on the conditions of understanding and interpreting these texts. These goals are met through departmental seminars and advanced language courses, which lead up to the dissertation project. The Department admits applications only for the Ph.D. degree, although graduate students in the doctoral program may receive an M.A. degree in the course of their work toward the Ph.D. Students admitted to the doctoral program are awarded a six-year fellowship package that includes full tuition, academic year stipends, stipends for some summers, and medical insurance. Experience in teaching positions is a required part of the 2 Department of South Asian Languages and Civilizations program, and students are given opportunities to teach at several levels in both language courses and other courses.
    [Show full text]