THE BUDDHIST SCRIPTURES COMPARED with the BIBLE! !Robert Krueger! Presented To! !SYMPOSIUM: the UNIQUENESS of the CHRISTIAN SCRIPTURES! Dr
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Religious Movements –Jainism and Buddhism 5.1 Timeline 5.2 Glossary
Religious Movements –Jainism and Buddhism 5.1 Timeline Timelines Image Description C 6th Century BCE Urbanization in the Ganges Plain C 6th Century BCE Formation of the earliest states C 6th Century BCE The rise of Magadha 563 BCE Birth of Gautama Buddha 540 BCE Birth of Mahavira 512 BCE Second Jaina Council held at Vallabhi 483 BCE Mahaparinirvana of Buddha 483 BCE First Buddhist Council held at Rajagriha 468 BCE Nirvana of Mahavira 383 BCE Second Buddhist Council held at Vaisali 250 BCE Third Buddhist Council held at Pataliputra 5.2 Glossary Staring Related Term Definition Character Term A Ahimsa Non-violence, Non-injury B Bikkhu Pali [Sanskrit bhikshu] a Buddhist monk D Digambara Literally ‘Sky-Clad’ – one of the Jaina schools H Hinayana Literally ‘lesser vehicle’, school of Buddhism K Karma Action or Deed M Mahayana Literally ‘Great vehicle’ –school of Buddhism M Moksha Liberation from rebirth N Nirvana Release from the cycle of rebirth P Pali An Indo-Aryan language S Sangha Frequently used to indicate the organizational order in Buddhism S Svetambara Literally ‘clad in white’ – one of the Jaina schools T Tirthankara Literally ‘monk ‘Ford builder’ – Jaina saint T Triratna Literally ‘three gems’, - In Jainism refers to the triple path of right faith, knowledge and conduct U Upasaka A male lay follower of the Buddha’s teaching U Upasika A female lay follower of the Buddha’s teaching 5.3 Web links Web links http://en.wikipedia.org/wiki/Indian_religions http://en.wikipedia.org/wiki/Jainism http://www.yourarticlelibrary.com/history/the-sixth-century-bc-was-a-period-of-religious-and-economic- unrest-in-india-history/4436/ http://en.wikipedia.org/wiki/Varna_%28Hinduism%29 http://en.wikipedia.org/wiki/Tirthankara http://www.dhammaweb.net/books/DVEMATIK.PDF 5.4 Bibliography Bibliography Basham, A.L., The History and doctrine of the Ajivikas, London, 1951, 2003 Basham, A.L., The wonder that was India, 3rd edn, Newyork, 1971 Battacharya. -
Getting to Know the Four Schools of Tibetan Buddhism
THE FOUR ORDERS: BOOK EXCERPT Getting to know the Four Schools of Tibetan Buddhism hundreds ofyears that the four main been codified by Tibetan intellectual historians, who categorize Buddha's teachings in terms of three distinct of Tibetan Buddhism — Nyingma, vehicles — the Lesser Vehicle (Hinayana), the Great Vehicle akya, and Gelug — have evolved out of (Mahayana), and the Vajra Vehicle (Vajrayana) — each of which was intended to appeal to the spiritual capacities of their common roots in India, a wide array of particular groups. divergent practices, beliefs, and rituals have • Hinayana was presented to people intent on personal salvation in which one transcends come into being. However, there are signifi- suffering and is liberated from cyclic existence. • The audience of Mahayana teachings included cant underlying commonalities between the trainees with the capacity to feel compassion for different traditions, such as the importance the sufferings of others who wished to seek awakening in order to help sentient beings over- of overcoming attachment to the phenomena come their sufferings. of cyclic existence, and the idea that it is • Vajrayana practitioners had a strong interest in the welfare of others, coupled with determination necessary for trainees to develop an attitude to attain awakening as quickly as possible, and the spiritual capacity to pursue the difficult practices of sincere renunciation. John Powers' fasci- of tantra. nating and comprehensive book, Introduction Indian Buddhism is also commonly divided by scholars of the four Tibetan orders into four main schools of tenets to Buddhism, re-issued by Snow Lion in — Great Exposition School, Sutra School, Mind Only School, September 2007, contains a lucid explanation and Middle Way School. -
Tibetan Vajrayana Buddhist Preliminaries Practices 3 Levels Of
Tibetan Vajrayana Buddhist Preliminaries Practices 3 Levels of Buddhism 1/ Hinayana (Meditation and liberation for Self enlightenment) 2/ Mahayana (Bodhisattva Mind and liberation to be able to liberate others) 3/ Vajrayana or Tantrayana (Non Duality Emptiness, All Phenomenon are Nirvana, Guru Yoga and Yidam visualisation, Mahamoudra meditation and liberation in one's life) 3 Refuges Taking refuge in the 3 Jewels is a ceremony or a self decision that marks officially the entrance in Buddhism, and when somebody wants to call himself or herself a Buddhist. Taking refuge in the 3 Jewels is the first step in Buddhism. Taking refuge in the 3 Jewels consists in repeating 3 times the phrases "I take refuge in the ..." with and for each jewel. Buddha (Doctor) Dharma (Medicine) Sangha (Nurse) 5 Precepts Engaging oneself in the 5 precepts is an important part of the Buddhist practice as it means that the person is trying to bring the Dharma into her or his own life and daily reality. It is a real engagement and a real daily effort to live with the guidelines of the Dharma, with integrity and compassion, and to follow the 5 precepts. Such a conscious and volontary engagement is also very helpful and meaningful in order to bring more understanding and experiences in one's own practice. Tibetan Vajrayana Buddhist Preliminaries Practices 1 - 17 The 5 precepts is about avoiding wrong actions and developping skillful actions. Undertaking the training to abstain from doing unskilful or negative actions. Avoiding 10 evil actions and developing 10 virtuous actions. The 5 precepts are based on non violence (in body, speech and mind, and about others living beings, material objects, and self) upon others and oneself. -
A Guide to Pali Texts, Commentaries, and Translations
A Guide to Pali Texts, Commentaries, and Translations The Books of the Pāli Canon (Tipiṭaka) and Commentaries (Aṭṭhakathā) Pāli Text Translation Vinaya Piṭaka [147-148, 160-162] The Book of the Discipline [SBB 10-11, 13-14, 20, 25] Sutta Piṭaka: Dīgha Nikāya [33-35] Dialogues of the Buddha [SBB 2-4] Majjhima Nikāya [60-63] Middle Length Sayings [SBB 5-6, Tr. 29-31] Saṃyutta Nikāya [93-98] The Book of Kindred Sayings [Tr. 7, 10, 13-14, 16] Aṅguttara Nikāya [3-8] The Book of Gradual Sayings [Tr. 22, 24-27] Khuddaka Nikāya: Khuddakapāṭha [52] The Minor Readings [Tr. 32] Dhammapada [23] Udāna [142] Verses of Uplift [SBB 8, 42] Itivuttaka [39] As It Was Said [SBB 8] Suttanipāta [127] Group of Discourses II / The Rhinoceros Horn [SBB 15, Tr. 45] Vimānavatthu [145, 168] Stories of the Mansions [SBB 12, 30] Petavatthu [89, 168] Stories of the Departed [SBB 12, 30] Theragāthā [132] Elders' Verses / Psalms of the Brethren [Tr. 38, 40] Therīgāthā [132] Elders' Verses / Psalms of the Sisters / Poems of Early Buddhist Nuns [Tr. 1, 4, 38, 40] Jātaka [42-44, 155-158] Niddesa [76-77] Paṭisambhidāmagga [86-87] The Path of Discrimination [Tr. 43] Apadāna [9-10] Buddhavaṃsa [166] The Chronicle of the Buddhas [SBB 9, 31] Cariyāpiṭaka [166] The Basket of Conduct [SBB 9, 31] Abhidhamma Piṭaka: Dhammasaṅgaṇī [31] Buddhist Psychological Ethics [Tr. 41] Vibhaṅga [144] The Book of Analysis [Tr. 39] Dhātukathā [32] Discourse on Elements [Tr. 34] Puggalapaññatti [91-92] A Designation of Human Types [Tr. 12] Kathāvatthu [48-49] Points of Controversy [Tr. -
The Pali Canon: Its Role in Buddhism As a Whole
EDUQAS A level R.S. Buddhism Knowledge Organiser: Theme 1D The Pali Canon: its role in Buddhism as a whole Key concepts • Largest collection of • The Vinaya Pitaka, (‘basket of discipline’), contains • The Sutta Pitaka contains teachings such as • The Abhidhamma Pitaka contains philosophical teachings which Buddhist scriptures in within it the Patimokka, the rules and regulations the Four Noble Truths which are Buddha vacana are complex and regarded as advanced teaching mainly for those in the the ancient Indian governing the monastic sangha. (‘word of the Buddha’) and the Dhammapada monastic sangha. language of Pali with • There are 227 rules for bhikkhus and 311 for and Jataka Tales which are accessible and • The seven sections of the Abhidhamma Pitaka present a detailed the first written version bhikkhunis these are thought to have been introduced applicable to the fourfold Sangha. account of Buddhist doctrine particularly of samsara and of the mind. 1st century BCE. by the Buddha and developed during his lifetime. • The suttas show the Buddha’s various • The Abhidhamma Pitaka is regarded as commentary and interpretation • Tipitaka (‘three baskets’) • In the Vinaya, there are detailed rules and teaching strategies adapted to his audience – of the Buddha’s teaching put together by the 3rd century CE at the Third refers to the storage of regulations and guidance on how to settle disputes this shows him using upaya (‘skilful means’). Council. the texts: the three in the monastic sangha including the four parajikas • From the five collections of sayings and • The Pali Canon is easily accessible via the internet and other media and ‘baskets’ (pitaka), are (rules against sexual inter course, stealing, murder and sermons in the Sutta Pitaka, the life of the has therefore become more important in Buddhism particularly in the West. -
Guidance for AO2 Issues
Support for centres with AO2: some suggestions for teaching NB the nature of this information is for developing AO2. What follows are NOT definitive answers – lines of argument are suggested in order to demonstrate the skills of AO2, but the WJEC EDUQAS strongly advises further development and for teachers and candidates to apply their own ideas and evaluation in response to the materials already provided. For the skills of AO2 it is important to remember that what is being assessed are skills of evaluation and not simply knowledge and understanding of content. The six bullets for each Theme are listed beneath the AO1 content. They are NOT questions in themselves but rather indications of the areas of debate that may arise in a typical AO2 question statement. In addition, as AO1 material is studied the whole purpose of AO2 is to approach an understanding of the AO1 material in a critical and evaluative way that is very much a rigorous and academic discipline. One of the most common features of a Principal Examiner’s report is the regular comment that candidates just present lists of views in support of and/or challenging an argument often in response to a question expecting an evaluation. So, for instance, a typical mark scheme may list bullets of points to consider, but to repeat them does not demonstrate AO2. How the points are USED and DEVELOPED by the teacher and candidate to form critical analysis and evaluation is crucial and transforms any suggested material into academic debate that mirrors the AO2 Band descriptors. There is nothing wrong with preparing your considerations and reflections of a topic in response to the ‘Issues for evaluation and analysis’ section of the Specification; however, what is important is making sure that there is some form of personal analysis or commentary throughout the answer that can then be used to form a reasonable conclusion. -
The Hinayana Fallacy
e Hīnayāna Fallacy* Anālayo In what follows I examine the function of the term Hīnayāna as a referent to an institutional entity in the academic study of the history of Buddhism. I begin by surveying the use of the term by Chinese pilgrims travelling in India, followed by taking up to the Tarkajvālā’s depiction of the controversy between adherents of the Hīnayāna and the Mahāyāna. I then turn to the use of the term in the West, in particular its promotion by the Japanese del- egates at the World’s Parliament of Religions in Chicago in . I conclude that the current academic use of the term as a referent to a Buddhist school or Buddhist schools is misleading. e Chinese Pilgrims According to the succinct definition given in the Encyclopedia of Buddhism, Hīna- yāna “is a pejorative term meaning ‘Lesser Vehicle’. Some adherents of the ‘Greater Vehicle’ (Mahāyāna) applied it to non-Mahāyānist schools such as the eravāda, the Sarvāstivāda, the Mahāsāmghika,. and some fieen other schools.” * I am indebted to Max Deeg, Sāmanerī. Dhammadinnā, Shi Kongmu, Lambert Schmithausen, Jonathan Silk, Peter Skilling, and Judith Snodgrass for comments on a dra version of this paper. Strong : , who continues by indicating that in the Encyclopedia of Buddhism the term “mainstream Buddhist schools” is used instead. is term, which is an improvement over Hīna- yāna, has not found unanimous acceptance, cf., e.g., Sasaki : note : “I cannot, however, subscribe to the indiscreet use of the term ‘Mainstream’, which implies a positive assertion about a particular historical situation, and therefore, although completely outmoded, I continue to use the terms ‘Mahāyāna’ and ‘Hīnayāna’”; for critical comments on the expression “mainstream” cf. -
A. Vinaya Piṭaka—The Collection of Disciplinary Rules
An Analysis of the Pāli Canon Edited by Russell Webb Buddhist Publication Society Kandy •Sri Lanka The Wheel Publication No. 217 First BPS edition 1975 Second BPS edition 1991 Third BPS edition 2008 Copyright © 1991 by Russell Webb ISBN 955–24–0048–1 BPS Online Edition © (2008) Digital Transcription Source: BPS Transcription Project For free distribution. This work may be republished, reformatted, reprinted and redistributed in any medium. However, any such republication and redistribution is to be made available to the public on a free and unrestricted basis, and translations and other derivative works are to be clearly marked as such. Contents Preface.........................................................................................................................................3 I. Textual Analysis..................................................................................................................................4 A. Vinaya Piṭaka—the Collection of Disciplinary Rules.......................................................4 1. Sutta Vibhaṅga..........................................................................................................4 2. Khandhaka, subdivided into Mahāvagga and Cūḷavagga.................................4 3. Parivāra......................................................................................................................5 B. Sutta Piṭaka— the Collection of the Buddha’s Discourses...............................................5 1. Dīgha Nikāya.............................................................................................................5 -
Looking for the Vinaya: Monastic Discipline in the Practical Canons of the Theravada 281
/>%-•?- / Z?,L Journal of the International Association of Buddhist Studies Volume 22 • Number 2 • 1999 ANANDA ABEYSEKARA Politics of Higher Ordination, Buddhist Monastic Identity, and Leadership at the Dambulla Temple in Sri Lanka 255 ANNE M. BLACKBURN Looking for the Vinaya: Monastic Discipline in the Practical Canons of the Theravada 281 RODERICK S. BUCKNELL Conditioned Arising Evolves: Variation and Change in Textual Accounts of the Paticca-samuppdda Doctrine 311 MAHINDA DEEGALLE A Search for Mahayana in Sri Lanka 343 JONATHAN A. SILK Marginal Notes on a Study of Buddhism, Economy and Society in China 360 THE BANGKOK CONFERENCE ON BUDDHIST STUDIES: Introduction DONALD K. SWEARER 399 Buddhist Studies in Germany and Austria 1971-1996 with a contribution on East Asian Buddhism by Michael Friedrich ELI FRANCO 403 Coming of age: Buddhist Studies in the United States from 1972 to 1997 FRANK E. REYNOLDS 459 ANNE M. BLACKBURN Looking for the Vinaya: Monastic Discipline in the Practical Canons of the Theravada* Introduction This paper introduces a new distinction between the 'formal' and the 'practical' canon, arguing that this distinction allows scholars of the Theravada to write histories of Buddhist practice with greater precision. The merits of the distinction between the formal and the practical canon are explored through an examination of the way in which monks were taught about monastic discipline in medieval Sri Lanka. I show that until they became Theras few monks encountered the Vinaya Pitaka (here after, Vinaya) in anything close to its full form. Instead, monks engaged ideas about monastic discipline through Pali and local-language conden sations of and commentaries on the Vinaya. -
The Compass of Zen by Zen Master Seung Sahn
I N D E X to The Compass of Zen by Zen Master Seung Sahn John Holland Ty Koontz The Kwan Um School of Zen 2016 Foreword Zen Master Seung Sahn tells many good stories in his book, including how he shocked a group of French priests in explaining primary point to them and how nuns from the Eastern temple and the Western temple vied to impress Zen Master Hak Un with their pronunciations of Kwan Seum Bosal. When I prepare a dharma talk, the question for me has always been, where in The Compass of Zen are the stories discussed? The work desperately needed an index. Experience told me it would be a difficult task, and I turned for help to Ty Koontz. I had admired the index Ty made for Zen Master Wu Kwang’s (Richard Shrobe) book Elegant Failure: A Guide to Zen Koans and was delighted that Ty agreed to help me. Because we have attempted to do justice to DSSN’s teaching, for which we are all so grateful, this index is long. The ideal index does not exist. All an indexer can do is to make the best possible index he or she can. That means following one’s intuition and general knowledge. One of the most challenging aspects of making an index for The Compass of Zen is the way in which everything is interrelated. Cross-references are needed to help the reader find related concepts while avoiding an enormous snarled spider-web of relationships. Main headings for concepts like attainment, emptiness, meditation, mind, practice, suffering, thinking, and truth are necessary, but these concepts relate to so much of the book that subentries could easily overwhelm the index. -
The Buddha and His Teachings
TheThe BuddhaBuddha andand HisHis TTeachingseachings Venerable Narada Mahathera HAN DD ET U 'S B B O RY eOK LIBRA E-mail: [email protected] Web site: www.buddhanet.net Buddha Dharma Education Association Inc. The Buddha and His Teachings Venerable Nārada Mahāthera Reprinted for free distribution by The Corporate Body of the Buddha Educational Foundation Taipei, Taiwan. July 1998 Namo Tassa Bhagavato Arahato Sammā-Sambuddhassa Homage to Him, the Exalted, the Worthy, the Fully Enlightened One Contents Introduction ................................................................................... vii The Buddha Chapter 1 From Birth to Renunciation ........................................................... 1 Chapter 2 His Struggle for Enlightenment ................................................. 13 Chapter 3 The Buddhahood ........................................................................... 25 Chapter 4 After the Enlightenment .............................................................. 33 Chapter 5 The Invitation to Expound the Dhamma .................................. 41 Chapter 6 Dhammacakkappavattana Sutta ................................................ 54 Chapter 7 The Teaching of the Dhamma ..................................................... 75 Chapter 8 The Buddha and His Relatives ................................................... 88 Chapter 9 The Buddha and His Relatives ................................................. 103 iii Chapter 10 The Buddha’s Chief Opponents and Supporters .................. 118 Chapter -
Mahayana and Zen Buddhism Dr Amartya Kumar Bhattacharya
Mahayana and Zen Buddhism Dr Amartya Kumar Bhattacharya en is the abbreviation of the Japa Vasumitra presided along with Ashva ghosha, nese word zenna or zenno. It refers to a another eminent scholar and the author of the Zmeditative absorption in which all dual Buddhacharita. A schism took place at this ism such as I and you, subject and object, true and Council that divided the Buddhists into the two false are eliminated. Zen Buddhism first flour branches of Mahayana and Theravada. The Pali ished in China and is now popular all over the word thera is derived from the Sanskrit sthavira, world. It is an offshoot of Mahayana, great vehicle, which means elder. Theravada Buddhism is the Buddhism, which was propagated in China by orthodox form of Buddhism and has preserved Buddhist monks from India. Kumarajiva (344– the historical teachings of Buddha. The Thera 413 ce) went to China in 401, and Buddha bhadra vada sutras in Pali are the earliest available his (359–429) in 408. Chinese Buddhists also came torical teachings of Buddha. The Pali canon, to India to study this doctrine and then spread it known as the Tripitaka in Sanskrit and the Tipi- ICKR back home. Fahsien, or Faxian, came to India taka in Pali, consists of three parts: Sutra-Pitaka, L between 399 and 414 ce, and Hsuantsang, or Vinaya-Pitaka, and Abhidharma-Pitaka. Xuanzang, between 633 and 643 ce. The Indian monk Gunabhadra was the first to translate the Mahayana EDERSON / F P Lankavatara Sutra into Chinese. Another noted In Mahayana Buddhism enlightened individ translator was Paramartha.