Interpreting the Body Maṇḍala: Tsongkhapa Versus Later Gelug Scholars
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Tibetan Buddhism
Tibetan Buddhism By C. Fred Smith Founders: Siddartha Gautama, the Buddha. The Tibetan form grew out of the teachings Kamalashila who defended traditional Indian Buddhism in Tibet against the Chinese form. Date: Founded between 600 and 400 BC in Northern India; Buddhism influenced Tibetan religion as early as AD 200, but only began to take on its Tibetan character after 792 AD. Its full expression as a Lamaist religion (one dependent on lamas or gurus to guide meditation) began in the 1200s, with the institution of the Dalai Lama in the 1600s. Key Words: Lama, Bon, Reincarnation, Dharma and Sangha BACKGROUND Tibetan Buddhism focuses on disciplined meditation to achieve enlightenment, which is the realization that life is impermanent, and the accompanying state of bliss. Its unusual character, different from other forms of Buddhism, lies in two facts. First, it traces its practices back to the earliest form of Buddhism from Northern India. Certain practices are similar to those of Hindu practitioners,1 and the meditative discipline is similar to that practiced in the first Buddhist Sanghas, or monastic communities. Second, its practices and “peculiar, even eerie character” are a result of its encounter with Bon, the older religion of Tibet, an animistic religion that emphasized shamans, rituals to invoke and appease spirits, and even sacrifices.2 Together, these produce a Buddhism centered on monks and monasteries that is “more colorful and supernatural”3 than other forms such as Zen.4 This form of Buddhism emphasizes the place of the lama, or teacher, who directs his charges in their meditation and ritual practices. -
VT Module6 Lineage Text Major Schools of Tibetan Buddhism
THE MAJOR SCHOOLS OF TIBETAN BUDDHISM By Pema Khandro A BIRD’S EYE VIEW 1. NYINGMA LINEAGE a. Pema Khandro’s lineage. Literally means: ancient school or old school. Nyingmapas rely on the old tantras or the original interpretation of Tantra as it was given from Padmasambhava. b. Founded in 8th century by Padmasambhava, an Indian Yogi who synthesized the teachings of the Indian MahaSiddhas, the Buddhist Tantras, and Dzogchen. He gave this teaching (known as Vajrayana) in Tibet. c. Systemizes Buddhist philosophy and practice into 9 Yanas. The Inner Tantras (what Pema Khandro Rinpoche teaches primarily) are the last three. d. It is not a centralized hierarchy like the Sarma (new translation schools), which have a figure head similar to the Pope. Instead, the Nyingma tradition is de-centralized, with every Lama is the head of their own sangha. There are many different lineages within the Nyingma. e. A major characteristic of the Nyingma tradition is the emphasis in the Tibetan Yogi tradition – the Ngakpa tradition. However, once the Sarma translations set the tone for monasticism in Tibet, the Nyingmas also developed a monastic and institutionalized segment of the tradition. But many Nyingmas are Ngakpas or non-monastic practitioners. f. A major characteristic of the Nyingma tradition is that it is characterized by treasure revelations (gterma). These are visionary revelations of updated communications of the Vajrayana teachings. Ultimately treasure revelations are the same dharma principles but spoken in new ways, at new times and new places to new people. Because of these each treasure tradition is unique, this is the major reason behind the diversity within the Nyingma. -
And Daemonic Buddhism in India and Tibet
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2012 The Raven and the Serpent: "The Great All- Pervading R#hula" Daemonic Buddhism in India and Tibet Cameron Bailey Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES THE RAVEN AND THE SERPENT: “THE GREAT ALL-PERVADING RHULA” AND DMONIC BUDDHISM IN INDIA AND TIBET By CAMERON BAILEY A Thesis submitted to the Department of Religion in partial fulfillment of the requirements for the degree of Master of Religion Degree Awarded: Spring Semester, 2012 Cameron Bailey defended this thesis on April 2, 2012. The members of the supervisory committee were: Bryan Cuevas Professor Directing Thesis Jimmy Yu Committee Member Kathleen Erndl Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the thesis has been approved in accordance with university requirements. ii For my parents iii ACKNOWLEDGEMENTS I would like to thank, first and foremost, my adviser Dr. Bryan Cuevas who has guided me through the process of writing this thesis, and introduced me to most of the sources used in it. My growth as a scholar is almost entirely due to his influence. I would also like to thank Dr. Jimmy Yu, Dr. Kathleen Erndl, and Dr. Joseph Hellweg. If there is anything worthwhile in this work, it is undoubtedly due to their instruction. I also wish to thank my former undergraduate advisor at Indiana University, Dr. Richard Nance, who inspired me to become a scholar of Buddhism. -
Inner Mongolia
Refugee Review Tribunal AUSTRALIA RRT RESEARCH RESPONSE Research Response Number: CHN30730 Country: China Date: 13 October 2006 Keywords: CHN30730 – Tibetan Buddhism – Government Treatment – Inner Mongolia This response was prepared by the Country Research Section of the Refugee Review Tribunal (RRT) after researching publicly accessible information currently available to the RRT within time constraints. This response is not, and does not purport to be, conclusive as to the merit of any particular claim to refugee status or asylum. Questions 1. Please provide some background information on this Huang Jiao group. 2. Please provide information on the Chinese government’s treatment of this group, especially in Mongolia. RESPONSE 1. Please provide some background information on this Huang Jiao group. The file indicates that the applicant is from Tongliao, Inner Mongolia Autonomous Region. The applicant claims to practice a religion from Tibet similar to Buddhism. According to the US Department of State, most ethnic Mongolians practice Tibetan Buddhism (US Department of State 2006, International Religious Freedom Report 2006 – China, 15 September, Section 1 – Attachment 1). Huang Jiao means yellow religion in Chinese. One reference to huang jiao was found amongst the sources consulted. The article published in The Drama Review in 1989 reports that huang jiao is the yellow sect of Tibetan Buddhism (Liuyi, Qu et al 1989, ‘The Yi: Human Evolution Theatre’, The Drama Review, Vol 33, No 3, Autumn, p.105 – Attachment 2). The yellow sect of Tibetan Buddhism is more commonly known as Gelug but is also known as Geluk, Gelugpa, Gelukpa, Gelug pa, Geluk pa and the Yellow Hat sect. -
A Brief Introduction to Buddhism and the Sakya Tradition
A brief introduction to Buddhism and the Sakya tradition © 2016 Copyright © 2016 Chödung Karmo Translation Group www.chodungkarmo.org International Buddhist Academy Tinchuli–Boudha P.O. Box 23034 Kathmandu, Nepal www.internationalbuddhistacademy.org Contents Preface 5 1. Why Buddhism? 7 2. Buddhism 101 9 2.1. The basics of Buddhism 9 2.2. The Buddha, the Awakened One 12 2.3. His teaching: the Four Noble Truths 14 3. Tibetan Buddhism: compassion and skillful means 21 4. The Sakya tradition 25 4.1. A brief history 25 4.2. The teachings of the Sakya school 28 5. Appendices 35 5.1. A brief overview of different paths to awakening 35 5.2. Two short texts on Mahayana Mind Training 39 5.3. A mini-glossary of important terms 43 5.4. Some reference books 46 5 Preface This booklet is the first of what we hope will become a small series of introductory volumes on Buddhism in thought and practice. This volume was prepared by Christian Bernert, a member of the Chödung Karmo Translation Group, and is meant for interested newcomers with little or no background knowledge about Buddhism. It provides important information on the life of Buddha Shakyamuni, the founder of our tradition, and his teachings, and introduces the reader to the world of Tibetan Buddhism and the Sakya tradition in particular. It also includes the translation of two short yet profound texts on mind training characteristic of this school. We thank everyone for their contributions towards this publication, in particular Lama Rinchen Gyaltsen, Ven. Ngawang Tenzin, and Julia Stenzel for their comments and suggestions, Steven Rhodes for the editing, Cristina Vanza for the cover design, and the Khenchen Appey Foundation for its generous support. -
Tibet: Psychology of Happiness and Well-Being
Psychology 410 Psychology of Well-Being and Happiness Syllabus: Psychology 410, Summer 2020 Psychology of Happiness and Well-Being Course Content: The goal of this course is to understand and experience teachings on happiness and well-being that come from psychological science and from Buddhism (particularly Tibetan Buddhism), through an intercultural learning experience in Tibet. Through being immersed in authentic Tibetan community and culture, students will be able to have an anchored learning experience of the teachings of Tibetan Buddhism and compare this with their studies about the psychological science of well-being and happiness. Belief in Buddhism or any other religion is not necessary for the course. The cultural experiences in Tibet and understanding the teachings of Buddhism give one assemblage point upon which to compare and contrast multiple views of happiness and well-being. Particular attention is given in this course to understanding the concept of anxiety management from a psychological science and Buddhist viewpoint, as the management of anxiety has a very strong effect on well- being. Textbook (Required Readings): The course uses open source readings and videos that can be accessed through the PSU Library proxies, and open source websites. Instructors and Program Support Course Instructors and Program Support: Christopher Allen, Ph.D. and Norzom Lala, MSW candidate. Christopher and Norzom are married partners. ChristopherPsyc is an adjunct faculty member and senior instructor in the department of psychology at PSU. He has won the John Eliot Alan award for outstanding teacher at PSU in 2015 and 2019. His area of expertise includes personality and well- being psychology, and a special interest in mindfulness practices. -
Mother Tara Organises a Monk Sponsorship Develop Insight and Wisdom
HMT is affiliated with the Foundation for the Preservation OSPICE of of the Mahayana H Tradition founded in 1975 by two Tibetan Lamas, Lama Thubten Yeshe and OTHER ARA Lama Thubten Zopa M T Rinpoche. Buddhist Meditation and Healing Centre 18 Clifton Street Bunbury WA 6230 t: 9791 9798 w: www.hmt.org.au e: [email protected] September - December 2018 Climate Change & the Dharma COMING By Fran Steele, with excerpt from FPMT website, fpmt.org EVENTS His Holiness the Dalai Lama was recently people’s lack of education, the lack of awareness teaching in Ladakh, where he reiterated again that what people do has an effect; people are not his concern about the Himalaya as “the third being mindful or understanding this. 1 - 2 SEPT pole” where the melting of glaciers threatens I and all the monks, nuns, and students who went to Geshe the climate of the whole world. see your movie highly appreciate your efforts and Zopa what you are doing to reveal the truth, exposing and teaching Below is a letter written in 2006 to campaigner introducing the truth to the world. at HMT for Climate change action Al Gore by our Please continue taking responsibility to benefit this spiritual director Lama Zopa Rinpoche. It shows world, to reduce suffering, and to bring peace his concern that we be more mindful of our and happiness to this world. The ultimate goal is for 9 SEPT impact on people and animals so that we can people to develop a good heart, for everyone to Annual reduce the impact on the planet. -
AN Introduction to MUSIC to DELIGHT ALL the SAGES, the MEDICAL HISTORY of DRAKKAR TASO TRULKU CHOKYI WANGCRUK (1775-1837)’
I AN iNTRODUCTION TO MUSIC TO DELIGHT ALL THE SAGES, THE MEDICAL HISTORY OF DRAKKAR TASO TRULKU CHOKYI WANGCRUK (1775-1837)’ STACEY VAN VLEET, Columbia University On the auspicious occasion of theft 50th anniversary celebration, the Dharamsala Men-tsee-khang published a previously unavailable manuscript entitled A Briefly Stated framework ofInstructions for the Glorious field of Medicine: Music to Delight All the Sages.2 Part of the genre associated with polemics on the origin and development of medicine (khog ‘bubs or khog ‘bugs), this text — hereafter referred to as Music to Delight All the Sages — was written between 1816-17 in Kyirong by Drakkar Taso Truilcu Chokyi Wangchuk (1775-1837). Since available medical history texts are rare, this one represents a new source of great interest documenting the dynamism of Tibetan medicine between the 1 $th and early 19th centuries, a lesser-known period in the history of medicine in Tibet. Music to Delight All the Sages presents a historical argument concerned with reconciling the author’s various received medical lineages and traditions. Some 1 This article is drawn from a more extensive treatment of this and related W” and 1 9th century medical histories in my forthcoming Ph.D. dissertation. I would like to express my deep gratitude to Tashi Tsering of the Amnye Machen Institute for sharing a copy of the handwritten manuscript of Music to Delight All the Sages with me and for his encouragement and assistance of this work over its duration. This publication was made possible by support from the Social Science Research Council’s International Dissertation Research Fellowship, with funds provided by the Andrew W. -
An Examination of the Possibility of Persian Influence on the Tibetan Bon Religion
W&M ScholarWorks Undergraduate Honors Theses Theses, Dissertations, & Master Projects 5-2010 From a Land in the West: An Examination of the Possibility of Persian Influence on the Tibetan Bon Religion Jeremy Ronald McMahan College of William and Mary Follow this and additional works at: https://scholarworks.wm.edu/honorstheses Part of the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation McMahan, Jeremy Ronald, "From a Land in the West: An Examination of the Possibility of Persian Influence on the Tibetan Bon Religion" (2010). Undergraduate Honors Theses. Paper 715. https://scholarworks.wm.edu/honorstheses/715 This Honors Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. From a Land in the West: An Examination of the Possibility of Persian Influence on the Tibetan Bon Religion A thesis submitted in partial fulfillment of the requirement for the degree of Bachelors of Arts in Religious Studies from The College of William and Mary by Jeremy Ronald McMahan Accepted for ___________________________________ (Honors, High Honors, Highest Honors) ________________________________________ Kevin Vose, Director ________________________________________ Chrystie Swiney ________________________________________ Melissa Kerin Williamsburg, VA April 27, 2010 1 Introduction Since coming to light during the 19th and 20th centuries, Bon, Tibet's “other” religion, has consistently posed a problem for Western scholarship. Claiming to be the original religion of Tibet, to the untrained eye Bon looks exactly like Tibetan Buddhism. -
History of the Ngakpa Tradition
History of the Ngakpa Tradition The first Ngakpa centre The Ngakpa Community is was a branch of Samye originally called college and was called the 'Go kar Chang lo’ De Ngakpa 'Dud dul Ling'. which literally means There, people were 'The community with white trained in the subjects of dress and long hair' or more Literature,Translation, simply 'The group of white Sangha'. Astrology, Meteorology and especially Vajrayana studies and practice. Copyright © Ngak-Mang International 2006 History of the Ngakpa Tradition Tibetan regions and plateau Ngakpa dud dul ling In the 9th Century, Tri Ralpa Chan(866-?), the 3rd Tibetan Dharma King, became involved in the Ngakpa Tradition. Through his dedication and support the Ngakpa Tradition grew all over Tibet. Copyright © Ngak-Mang International 2006 Ngakpas in Different Schools Renouncing Ngakpa Tibetan Buddhism is divided into Kagyu school Naljorpa, 5 schools and each of them has Naljorma,Togtenpa. their own way of Ngakpas. Special Ngakpas Chod school Ngakpa, Chodpa. Family lineage Ngakpas Tibetan Indigenous Ngakpa Sakya school Ngakpa, Gongma. Bonpo school Ngakpa, Dransong. Monastic Ngakpas Most prevalent Ngakpa Gelug school Ngakpa, naljorpa, Nyingma school Ngakpa, Ngakmo, Kyimngak, Ge-nyen. Sumdan Dorje zinpa. Drongngak. Tertons and Rigzin. Copyright © Ngak-Mang International 2006 Women’s Equality Tibetan women are recognized as one of the largest contributors to the Ngakpa tradition. Ngakmo (yogini) such as Yeshe Tsogyal(777-837 A.D), Machin Labdron(1103-1201), Sera Khadroma(1899-1952) Chusep Jetsun(?-1951) Tare Lhamo(1938-2002) were highly respected practitioners and were an inspiration to First Tibetan Ngakmo- many Tibetan women. Yeshe Tsogyel Copyright © Ngak-Mang International 2006 Ngak-Mang Institute NMI was founded in 1999, in Xining, Qinghai, Amdo. -
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. -
The Main Path of the Victors
THE MAIN PATH OF THE VICTORS A ROOT TEXT FOR THE PRECIOUS GELUG/KAGYU TRADITION OF MAHAMUDRA PANCHEN LOSANG CHÖKYI GYELTSEN (1567-1662) Gelug/Kagyu Tradition of Mahamudra Here, in explaining the instructions on Mahamudra from the tradition of the holy beings who are scholars and adepts, there are three outlines: 1) activities for entering into the composition, 2) actual explanation of the composed instructions and 3) dedication of virtue arisen through having composed the instructions. 1. Activities for entering into the composition NAMO MAHAMUDRAYA I respectfully bow at the feet of my peerless guru, master of adepts, who directly exposed the great seal of Mahamudra, the all-pervasive nature of everything, the indivisible, inexpressible and indestructible sphere of the mind. I shall now write down instructions on Mahamudra coming from the Gelug/Kagyu tradition of the supreme adept Dharmavajra and his spiritual sons, a tradition of excellent instructions having gathered the essence of the ocean of sutras, tantras and oral instructions. 2. Actual explanation of the composed instructions Regarding this, there are three outlines: 1) preliminaries, 2) actual practice and 3) conclusion. 2A. Preliminaries In order to have a doorway for entering into the Dharma and a central pillar for the Mahayana, sincerely go for refuge and generate bodhicitta, without these being merely words from your mouth. In general, as a preliminary to giving any profound instructions or engaging in meditation, all the holy beings of the different traditions in Tibet concord in doing what is called "The Four Guiding Instructions": 1) Going for refuge and generating bodhicitta, 2) Vajrasattva meditation, 3) Mandala offering and 4) Guru yoga.