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3. HINDUISM Chapter Overview According to the Time Line at The
3. HINDUISM Chapter Overview According to the time line at the back of this book, Hinduism is the oldest global religion. Pre- cursors of this Vedic faith may include some aspects of the Dravidians, advanced cultures of the Indus Valley, and the Harappans. A hotly contested scholarly reconstruction concludes that those called Aryans who were nomadic invaders from outside India eventually overran these highly organized cultures. Others though maintain that this religion is not foreign-born. Indian religion and philosophy have influenced many other religions and cultures. The country could be considered the birthplace of Eastern thought and practice. By pointing out to students that Hinduism provides ample opportunity to begin comparing and contrasting Eastern and Western forms of religious ways, they may better appreciate why it is the first global religion presented in the book. Indian religion combines the material and the spiritual in creative ways. There is something for everyone -- from the advocate of a strictly trained body to the quite philosophical thinker. India has room for all. The tolerance found in this culture of competing gods is refreshing, especially in today s world of tension and conflict when lives are lost over religious differences. This chapter seeks to achieve the following goals: 1. To outline the standard Western historical view of Hinduism s development and the Indian tradition of their history 2. To acquaint the reader with the major defining characteristics of this religion 3. To acquaint the reader with the spiritual practices of Hinduism, especially yoga and its different styles and purposes Draw the following on the board for a simple clarification of Hinduism: The Supreme God (Brahma) (Paramatma=The Supreme Soul) (Three primary roles) Brahama Vishnu/Krishna Shiva/Mahesh (Creator) (Protector) (Destroyer) Key concepts to explain: • Hinduism teaches the cycle of life: Birth---Life---Death---Rebirth. -
Com 23 Draft B
Community Issue 23 - Page 1 Autumn 2005 / 2548 The Upāsaka & Upāsikā Newsletter Issue No. 23 Dagoba at Mahintale Dagoba InIn thisthis issue.......issue....... InIn peoplepeople wewe trusttrust ?? TheThe Temple at Kosgoda The wisdom of the heartheart SicknessSickness——A Teacher AssistedAssisted DyingDying MakingMaking connectionsconnections beyond words BluebellBluebell WalkWalk Community Community Issue 23 - Page 2 In people we trust? Multiculturalism and community relations have been This is a thoroughly uncomfortable position to be in, as much in the news over recent months. The tragedy of anyone who has suffered from arbitrary discrimination can the London bombings and the spotlight this has attest. There is a feeling of helplessness that whatever one thrown on to what is called ‘the Moslem community’ says or does will be misinterpreted. There is a resentment has led me to reflect upon our own Buddhist that one is being treated unfairly. Actions that would pre- ‘community’. Interestingly, the name of this newslet- viously have been taken at face value are now suspected of ter is ‘Community’, and this was chosen in discussion having a hidden agenda in support of one’s group. In this between a number of us, because it reflected our wish situation, rumour and gossip tend to flourish, and attempts to create a supportive and inclusive network of Forest to adopt a more inclusive position may be regarded with Sangha Buddhist practitioners. suspicion, or misinterpreted to fit the stereotype. The AUA is predominantly supported by western Once a community has polarised, it can take a great deal converts to Buddhism. Some of those who frequent of work to re-establish trust. -
Meditation – Neuroscienti C Approaches and Philosophical Implications
Studies in Neuroscience, Consciousness and Spirituality Stefan Schmidt Harald Walach Editors Meditation – Neuroscienti c Approaches and Philosophical Implications Meditation – Neuroscientifi c Approaches and Philosophical Implications Studies in Neuroscience, Consciousness and Spirituality Volume 2 Series Editors Harald Walach, European University Viadrina, Frankfurt (Oder), Germany Stefan Schmidt, University Medical Center, Freiburg and European University Viadrina, Frankfurt (Oder), Germany Editorial Board Jonathan Schooler, University of California, Santa Barbara, CA, USA Mario Beauregard, University of Montreal, Canada Robert Forman, The Forge Institute, USA B. Alan Wallace, Santa Barbara Institute for Consciousness Studies, CA, USA For further volumes: http://www.springer.com/series/10195 Stefan Schmidt • Harald Walach Editors Meditation – Neuroscientifi c Approaches and Philosophical Implications Editors Stefan Schmidt Harald Walach Department of Psychosomatic Medicine Institute for Transcultural Health Science and Psychotherapy European Universtiy Viadrina, Frankfurt University Medical Center Freiburg Frankfurt , Germany Freiburg, Germany ISSN 2211-8918 ISSN 2211-8926 (electronic) ISBN 978-3-319-01633-7 ISBN 978-3-319-01634-4 (eBook) DOI 10.1007/978-3-319-01634-4 Springer Cham Heidelberg New York Dordrecht London Library of Congress Control Number: 2013954596 © Springer International Publishing Switzerland 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is -
Hinduism and Hindu Philosophy
Essays on Indian Philosophy UNIVE'aSITY OF HAWAII Uf,FU:{ Essays on Indian Philosophy SHRI KRISHNA SAKSENA UNIVERSITY OF HAWAII PRESS HONOLULU 1970 Library of Congress Catalog Card Number 78·114209 Standard Book Number 87022-726-2 Copyright © 1970 by University of Hawaii Press All Rights Reserved Printed in the United States of America Contents The Story of Indian Philosophy 3 Basic Tenets of Indian Philosophy 18 Testimony in Indian Philosophy 24 Hinduism 37 Hinduism and Hindu Philosophy 51 The Jain Religion 54 Some Riddles in the Behavior of Gods and Sages in the Epics and the Puranas 64 Autobiography of a Yogi 71 Jainism 73 Svapramanatva and Svapraka!;>atva: An Inconsistency in Kumarila's Philosophy 77 The Nature of Buddhi according to Sankhya-Yoga 82 The Individual in Social Thought and Practice in India 88 Professor Zaehner and the Comparison of Religions 102 A Comparison between the Eastern and Western Portraits of Man in Our Time 117 Acknowledgments The author wishes to make the following acknowledgments for permission to reprint previously published essays: "The Story of Indian Philosophy," in A History of Philosophical Systems. edited by Vergilius Ferm. New York:The Philosophical Library, 1950. "Basic Tenets of Indian Philosophy," previously published as "Are There Any Basic Tenets of Indian Philosophy?" in The Philosophical Quarterly. "Testimony in Indian Philosophy," previously published as "Authority in Indian Philosophy," in Ph ilosophyEast and West. vo!.l,no. 3 (October 1951). "Hinduism," in Studium Generale. no. 10 (1962). "The Jain Religion," previously published as "Jainism," in Religion in the Twentieth Century. edited by Vergilius Ferm. -
What the Upanisads Teach
What the Upanisads Teach by Suhotra Swami Part One The Muktikopanisad lists the names of 108 Upanisads (see Cd Adi 7. 108p). Of these, Srila Prabhupada states that 11 are considered to be the topmost: Isa, Kena, Katha, Prasna, Mundaka, Mandukya, Taittiriya, Aitareya, Chandogya, Brhadaranyaka and Svetasvatara . For the first 10 of these 11, Sankaracarya and Madhvacarya wrote commentaries. Besides these commentaries, in their bhasyas on Vedanta-sutra they have cited passages from Svetasvatara Upanisad , as well as Subala, Kausitaki and Mahanarayana Upanisads. Ramanujacarya commented on the important passages of 9 of the first 10 Upanisads. Because the first 10 received special attention from the 3 great bhasyakaras , they are called Dasopanisad . Along with the 11 listed as topmost by Srila Prabhupada, 3 which Sankara and Madhva quoted in their sutra-bhasyas -- Subala, Kausitaki and Mahanarayana Upanisads --are considered more important than the remaining 97 Upanisads. That is because these 14 Upanisads are directly referred to by Srila Vyasadeva himself in Vedanta-sutra . Thus the 14 Upanisads of Vedanta are: Isa, Kena, Katha, Prasna, Mundaka, Mandukya, Aitareya, Taittiriya, Brhadaranyaka, Chandogya, Svetasvatara, Kausitaki, Subala and Mahanarayana. These 14 belong to various portions of the 4 Vedas-- Rg, Yajus, Sama and Atharva. Of the 14, 8 ( Brhadaranyaka, Chandogya, Taittrirya, Mundaka, Katha, Aitareya, Prasna and Svetasvatara ) are employed by Vyasa in sutras that are considered especially important. In the Gaudiya Vaisnava sampradaya , Srila Baladeva Vidyabhusana shines as an acarya of vedanta-darsana. Other great Gaudiya acaryas were not met with the need to demonstrate the link between Mahaprabhu's siksa and the Upanisads and Vedanta-sutra. -
Jain Philosophy and Practice I 1
PANCHA PARAMESTHI Chapter 01 - Pancha Paramesthi Namo Arihantänam: I bow down to Arihanta, Namo Siddhänam: I bow down to Siddha, Namo Äyariyänam: I bow down to Ächärya, Namo Uvajjhäyänam: I bow down to Upädhyäy, Namo Loe Savva-Sähunam: I bow down to Sädhu and Sädhvi. Eso Pancha Namokkäro: These five fold reverence (bowings downs), Savva-Pävappanäsano: Destroy all the sins, Manglänancha Savvesim: Amongst all that is auspicious, Padhamam Havai Mangalam: This Navakär Mantra is the foremost. The Navakär Mantra is the most important mantra in Jainism and can be recited at any time. While reciting the Navakär Mantra, we bow down to Arihanta (souls who have reached the state of non-attachment towards worldly matters), Siddhas (liberated souls), Ächäryas (heads of Sädhus and Sädhvis), Upädhyäys (those who teach scriptures and Jain principles to the followers), and all (Sädhus and Sädhvis (monks and nuns, who have voluntarily given up social, economical and family relationships). Together, they are called Pancha Paramesthi (The five supreme spiritual people). In this Mantra we worship their virtues rather than worshipping any one particular entity; therefore, the Mantra is not named after Lord Mahävir, Lord Pärshva- Näth or Ädi-Näth, etc. When we recite Navakär Mantra, it also reminds us that, we need to be like them. This mantra is also called Namaskär or Namokär Mantra because in this Mantra we offer Namaskär (bowing down) to these five supreme group beings. Recitation of the Navakär Mantra creates positive vibrations around us, and repels negative ones. The Navakär Mantra contains the foremost message of Jainism. The message is very clear. -
SRI SATHYA SAI ASHTOTTARA SHATA NAMAVALI [55-108] 55. Om
SRI SATHYA SAI ASHTOTTARA SHATA NAMAVALI [55-108] 55. Om Sri Sai Anantanuta Kartrine Namaha Ananta – Countless; Nuta– Verses; Kartrine – writer. Bala Sai composed hymns on Lord Panduranga and taught those songs to the children. They used to be called ‘Pandari Bhajans’. The glory of Panduranga, about Rukmayi, the consort of Panduranga, the Chandrabagha river that flows in Pandarpur and many such things were vividly described in those hymns. Even in those early ages, He had realistically picturised the emotional joy and thrill of devotees at the very sight of the temple and the exhilaration as they enter the shrine of Panduranga. They were indeed divine hymns sung by the Lord Himself in His own praise. These bhajans are sung even now by many devotees. On the 13th June 1965, Baba visited the Panduranga temple in Pandarpur, situated in Maharashtra. At the sanctum sanctorum, He materialized the sacred thread of Rukmayi and put it around the idol of Rukmayi. Sai! Composer of a number of hymns, to you I offer my salutations. Love is Joy; Love is Power; Love is Light; Love is God; If at all you want to label Me, then call me Premaswaroopa. SRI SATHYA SAI BALVIKAS, TAMILNADU WWW.SSSBALVIKASTN.ORG BABA 56. Om Sri Sai Adi Purushaya Namaha Adi – the primordial; Purusha – Atma God is the primordial atma; Paramatma. He is Sathya, without any change. Whenever there is a decline of dharma, the Lord incarnates in human form. Arjuna told Lord Krishna, “Rishis and Munis have described that you are the primordial force, without birth and death, that you are omniscient and omnipresent. -
JSS 069 0Q Obituaries
OBITUARIES CHESTER GORMAN Dies at 43 * Chester Gorman, an archaeologist at the University of Pennsylvania who was known for his excavations in Thailand, died June 7, 1981 at Mercy San Juan Hospital in Sacramento, California. Gorman, who was 43, had been suffering from cancer for about two years. His illness prevented him from returning to Thailand in early 1981, as he had planned. He had been at the University of Pennsylvania since 1974 and was an associate professor of anthropology as well as associate curator-in-charge of the South and Southeast Asia section of the University Museum. Gorman and Pisit Charoenwongsa of Thailand were co-directors of the Ban Chiang project and in 1974 they excavated bronze items possibly dating back to 3600 B.C. That is about 600 years prior to the oldest bronze artifacts from the Middle East, where scholars have believed the Bronze Age began. Some scholars have said that Gorman's discovery altered some of their basic ideas about the history of technology and human development in general. "The tragic death of Chester Gorman just as he was completing the proof of one of the world's greatest archaeological discoveries is a blow not only to his friends and colleagues at the University Museum in Philadelphia, but to everyone in this field of research," said Dr. Froelich Rainey, emeritus professor of anthropology and former director of the University Museum. "His good friends on both sides of the Pacific will complete his work in the years to come but it will never be quite the same. -
Hinduism As Religion and Philosophy
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenSIUC HINDUISM AS RELIGION AND PHILOSOPHY Hinduism may best be treated from four different points of view. 1. Tbe lower popular cults and beliefs and practices which cen- ter around the worship of local godlings or village deities. 2. The religious sects on the middle and higher levels which worship deities of a more cosmic character. 3. The higher theology or philosophy which makes a synthesis of these various deities and tends to think of this unity as im- personal. 4. The basic social dharma which underlies all of these and finds its expression in the caste system. In what follows I shall try to -describe the forest of Hinduism without giving a detailed botanical description of each tree, by em- l)hasizing what seem to be the most significant general trends of thought and action, and by dwelling on the higher ideals and pre- suppositions of the system as a whole rather than on the lower pop- ular cults. Many treatments of Hinduism tend to compare the highest ideals and practices of western civilization and of Christian- ity with the lowest ideals and practices of Hinduism. Such com- jiarison is not fair. But Hinduism is extremely complex and diffi- cult to generalize about. Trying to grasp it is like trying to pick np cjuicksilver between the fingers. The religion of the masses consists almost entirely of animism, magic, and demonolog}'. Worship centers around local godlings and spirits, freaks of nature, trees and lakes and rivers and hills, inani- mate things which have mysterious powers of motion, tools and im- plements like the plow, animals which are feared like the snake or which are useful like the cow, and spirits of the dead. -
A Short Biography and Services of Kurunegoda Piyatissa Nayaka Maha Thero
A short Biography and Services of Kurunegoda Piyatissa Nayaka Maha Thero Early life, Education, and Ordination: Kurunegoda Piyatissa Nayaka Maha Thero was born in Kegalle district (Hatara korale), Kurunegoda of Sri Lanka on December 29th 1928. He was ordained on November 16th 1941 and received Theravada Higher ordination on June 22nd 1950. He obtained his primary education (as a monk) at the Bodhigupta Pirivena in Denagamuwa, and higher education at Vidyodaya Pirivena, Colombo 10, Sri Lanka. He completed his monastic education with honors and awards. Rev. Piyatissa received the Prachina Pandit Diploma with awards from the department of education of Sri Lanka, a Bachelor of Arts General Degree from Vidyodaya University of Sri Lankan, a B.A. with honors from the University of London, and a Master of Arts from Temple University, Philadelphia, Pennsylvania, USA.. Service in Sri Lanka and Europe: Before coming to England as a Dhammaduta Monk, he was a teacher at the Bodhigupta Pirivena in Denagamuwa, Polgahawela, deputy principle at the Sri Gnaneswara Pirivena in Hunupitiya, in Colombo, deputy principle at the Government Central College in Polgahawela, and a teacher at the Ananda College, Colombo 10. His career in the field of education lasted over 21 years. During this time, he wrote and published many articles in newspapers and magazines in Sinhala and English. He won the title of “Radio Poet” in 1953, and the Pali essay prize in island‐wide contest held by the department of cultural affairs. Also, he acted as an examiner of books at the Education Publication Board of the department of education. -
Building Buddhism in England: the Flourishing of a Minority Faith Heritage
This is a repository copy of Building Buddhism in England: The Flourishing of a Minority Faith Heritage. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/103739/ Version: Accepted Version Article: Starkey, C orcid.org/0000-0002-7807-6617 and Tomalin, E orcid.org/0000-0001-7722-1192 (2016) Building Buddhism in England: The Flourishing of a Minority Faith Heritage. Contemporary Buddhism, 17 (2). pp. 326-356. ISSN 1463-9947 https://doi.org/10.1080/14639947.2016.1228330 © 2016 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Contemporary Buddhism on 26th September 2016, available online: http://www.tandfonline.com/10.1080/14639947.2016.1228330 Reuse Unless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version - refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher’s website. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. -
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.