Building a Community of Change
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Mahasi Sayadaw's Revolution
Deep Dive into Vipassana Copyright © 2020 Lion’s Roar Foundation, except where noted. All rights reserved. Lion’s Roar is an independent non-profit whose mission is to communicate Buddhist wisdom and practices in order to benefit people’s lives, and to support the development of Buddhism in the modern world. Projects of Lion’s Roar include Lion’s Roar magazine, Buddhadharma: The Practitioner’s Quarterly, lionsroar.com, and Lion’s Roar Special Editions and Online Learning. Theravada, which means “Way of the Elders,” is the earliest form of institutionalized Buddhism. It’s a style based primarily on talks the Buddha gave during his forty-six years of teaching. These talks were memorized and recited (before the internet, people could still do that) until they were finally written down a few hundred years later in Sri Lanka, where Theravada still dominates – and where there is also superb surf. In the US, Theravada mostly man- ifests through the teaching of Vipassana, particularly its popular meditation technique, mindfulness, the awareness of what is hap- pening now—thoughts, feelings, sensations—without judgment or attachment. Just as surfing is larger than, say, Kelly Slater, Theravada is larger than mindfulness. It’s a vast system of ethics and philoso- phies. That said, the essence of Theravada is using mindfulness to explore the Buddha’s first teaching, the Four Noble Truths, which go something like this: 1. Life is stressful. 2. Our constant desires make it stressful. 3. Freedom is possible. 4. Living compassionately and mindfully is the way to attain this freedom. 3 DEEP DIVE INTO VIPASSANA LIONSROAR.COM INTRODUCTION About those “constant desires”: Theravada practitioners don’t try to stop desire cold turkey. -
C:\Users\Kusala\Documents\2009 Buddhist Center Update
California Buddhist Centers / Updated August 2009 Source - www.Dharmanet.net Abhayagiri Buddhist Monastery Address: 16201 Tomki Road, Redwood Valley, CA 95470 CA Tradition: Theravada Forest Sangha Affiliation: Amaravati Buddhist Monastery (UK) EMail: [email protected] Website: http://www.abhayagiri.org All One Dharma Address: 1440 Harvard Street, Quaker House Santa Monica CA 90404 Tradition: Non-Sectarian, Zen/Vipassana Affiliation: General Buddhism Phone: e-mail only EMail: [email protected] Website: http://www.allonedharma.org Spiritual Director: Group effort Teachers: Group lay people Notes and Events: American Buddhist Meditation Temple Address: 2580 Interlake Road, Bradley, CA 93426 CA Tradition: Theravada, Thai, Maha Nikaya Affiliation: Thai Bhikkhus Council of USA American Buddhist Seminary Temple at Sacramento Address: 423 Glide Avenue, West Sacramento CA 95691 CA Tradition: Theravada EMail: [email protected] Website: http://www.middleway.net Teachers: Venerable T. Shantha, Venerable O.Pannasara Spiritual Director: Venerable (Bhante) Madawala Seelawimala Mahathera American Young Buddhist Association Address: 3456 Glenmark Drive, Hacienda Heights, CA 91745 CA Tradition: Mahayana, Humanistic Buddhism Contact: Vice-secretary General: Ven. Hui-Chuang Amida Society Address: 5918 Cloverly Avenue, Temple City, CA 91780 CA Tradition: Mahayana, Pure Land Buddhism EMail: [email protected] Spiritual Director: Ven. Master Chin Kung Amitabha Buddhist Discussion Group of Monterey Address: CA Tradition: Mahayana, Pure Land Buddhism Affiliation: Bodhi Monastery Phone: (831) 372-7243 EMail: [email protected] Spiritual Director: Ven. Master Chin Chieh Contact: Chang, Ei-Wen Amitabha Buddhist Society of U.S.A. Address: 650 S. Bernardo Avenue, Sunnyvale, CA 94087 CA Tradition: Mahayana, Pure Land Buddhism EMail: [email protected] Spiritual Director: Ven. -
Buddhism and the Global Bazaar in Bodh Gaya, Bihar
DESTINATION ENLIGHTENMENT: BUDDHISM AND THE GLOBAL BAZAAR IN BODH GAYA, BIHAR by David Geary B.A., Simon Fraser University, 1999 M.A., Carleton University, 2003 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF PHILOSOPHY in The Faculty of Graduate Studies (Anthropology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2009 © David Geary, 2009 ABSTRACT This dissertation is a historical ethnography that examines the social transformation of Bodh Gaya into a World Heritage site. On June 26, 2002, the Mahabodhi Temple Complex at Bodh Gaya was formally inscribed on the UNESCO World Heritage List. As a place of cultural heritage and a monument of “outstanding universal value” this inclusion has reinforced the ancient significance of Bodh Gaya as the place of Buddha's enlightenment. In this dissertation, I take this recent event as a framing device for my historical and ethnographic analysis that details the varying ways in which Bodh Gaya is constructed out of a particular set of social relations. How do different groups attach meaning to Bodh Gaya's space and negotiate the multiple claims and memories embedded in place? How is Bodh Gaya socially constructed as a global site of memory and how do contests over its spatiality im- plicate divergent histories, narratives and events? In order to delineate the various historical and spatial meanings that place holds for different groups I examine a set of interrelated transnational processes that are the focus of this dissertation: 1) the emergence of Buddhist monasteries, temples and/or guest houses tied to international pilgrimage; 2) the role of tourism and pilgrimage as a source of economic livelihood for local residents; and 3) the role of state tourism development and urban planning. -
Roots and Shoots of Mindfulness
of worldviews and habituatng norms that defne As you begin to read this artcle, pause for a moment our consensus “reality.” to be mindful of your body sitng here… of your eyes To the degree to which we wake up with gazing at this screen… of the natural fow of your mindfulness and learn to open our hearts and breathing as you inhale….and exhale… of the sounds minds, the walls of our conventonal, familiar, arising and passing in the space around you… of the consensus view of reality become more clear, fow of thoughts and mental images in the clear open open, and transparent, revealing a deeper, vaster, space of your awareness… of the miraculous process of by which the meaning of the words you see on the multdimensional, and interrelated view of the screen before you is discerned and comprehended… As actual nature of reality than we have previously you contnue to read, experiment with being mindful imagined. This is why what we call mindfulness of the mental associatons, imagery, commentary, or meditaton is traditonally known as Vipassana, or distractons that arise in your mind…. “Insight Meditaton.” Mindfulness gives us access to insight and the direct, non-conceptual intuitve When we frst began our study, practce, and wisdom that liberates us from our misconceptons research of mindfulness in the early ‘70s we knew regarding the nature of reality and the true nature fewer than a handful of people who were involved of ourselves. While engaging in such pursuits is in this path of practce. As our practce and research likely to expand our consciousness, it may also matured, we began to develop mindfulness-based narrow the circle of people in our lives-work who programs in medicine, higher educaton, and can comprehend what we are searching for. -
Reclaiming Buddhist Sites in Modern India: Pilgrimage and Tourism in Sarnath and Bodhgaya
RECLAIMING BUDDHIST SITES IN MODERN INDIA: PILGRIMAGE AND TOURISM IN SARNATH AND BODHGAYA RUTIKA GANDHI Bachelor of Arts, University of Lethbridge, 2014 A Thesis Submitted to the School of Graduate Studies of the University of Lethbridge in Partial Fulfilment of the Requirements for the Degree MASTER OF ARTS Department of Religious Studies University of Lethbridge LETHBRIDGE, ALBERTA, CANADA ©Rutika Gandhi, 2018 RECLAIMING BUDDHIST SITES IN MODERN INDIA: PILGRIMAGE AND TOURISM IN SARNATH AND BODHGAYA RUTIKA GANDHI Date of Defence: August 23, 2018 Dr. John Harding Associate Professor Ph.D. Supervisor Dr. Hillary Rodrigues Professor Ph.D. Thesis Examination Committee Member Dr. James MacKenzie Associate Professor Ph.D. Thesis Examination Committee Member Dr. James Linville Associate Professor Ph.D. Chair, Thesis Examination Committee Dedication This thesis is dedicated to my beloved mummy and papa, I am grateful to my parents for being so understanding and supportive throughout this journey. iii Abstract The promotion of Buddhist pilgrimage sites by the Government of India and the Ministry of Tourism has accelerated since the launch of the Incredible India Campaign in 2002. This thesis focuses on two sites, Sarnath and Bodhgaya, which have been subject to contestations that precede the nation-state’s efforts at gaining economic revenue. The Hindu-Buddhist dispute over the Buddha’s image, the Saivite occupation of the Mahabodhi Temple in Bodhgaya, and Anagarika Dharmapala’s attempts at reclaiming several Buddhist sites in India have led to conflicting views, motivations, and interpretations. For the purpose of this thesis, I identify the primary national and transnational stakeholders who have contributed to differing views about the sacred geography of Buddhism in India. -
Dhamma and Non-Duality — II
No. 29 First Mailing 1995No. 29 First Mailing 1995 Dhamma and Non-Duality — II In this sequel to the previous essay, I intend to discuss three major areas of difference between the Buddha’s Teaching, which we may refer to here as “the Ariyan Dhamma,” and the philosophies of non-duality. These areas correspond to the three divisions of the Buddhist path—virtue, concentration, and wisdom. In regard to virtue, the distinction between the two teachings is not immediately evident, as both generally affirm the importance of virtuous conduct at the start of training. The essential difference between them emerges, not at the outset, but only later, in the way they evaluate the role of morality in the advanced stages of the path. For the non-dual systems, all dualities are finally transcended in the realisation of the non-dual reality, the Absolute or fundamental ground. As the Absolute encompasses and transcends all diversity, for one who has realised it the distinctions between good and evil, virtue and non-virtue, lose their ultimate validity. Such distinctions, it is said, are valid only at the conventional level, not at the level of final realisation; they are binding on the trainee, not on the adept. Thus we find that in their historical forms (particularly in Hindu and Buddhist Tantra), philosophies of non-duality hold that the conduct of the enlightened sage cannot be circumscribed by moral rules. The sage has transcended all conventional distinctions of good and evil. He acts spontaneously from his intuition of the Ultimate and therefore is no longer bound by the rules of morality valid for those still struggling towards the light. -
Strong Roots Liberation Teachings of Mindfulness in North America
Strong Roots Liberation Teachings of Mindfulness in North America JAKE H. DAVIS DHAMMA DANA Publications at the Barre Center for Buddhist Studies Barre, Massachusetts © 2004 by Jake H. Davis This book may be copied or reprinted in whole or in part for free distribution without permission from the publisher. Otherwise, all rights reserved. Sabbadānaṃ dhammadānaṃ jināti : The gift of Dhamma surpasses all gifts.1 Come and See! 1 Dhp.354, my trans. Table of Contents TO MY SOURCES............................................................................................................. II FOREWORD........................................................................................................................... V INTRODUCTION.................................................................................................................... 1 Part One DEEP TRANSMISSION, AND OF WHAT?................................................................ 15 Defining the Topic_____________________________________17 the process of transmission across human contexts Traditions Dependently Co-Arising 22 Teaching in Context 26 Common Humanity 31 Interpreting History_____________________________________37 since the Buddha Passing Baskets Along 41 A ‘Cumulative Tradition’ 48 A ‘Skillful Approach’ 62 Trans-lation__________________________________________69 the process of interpretation and its authentic completion Imbalance 73 Reciprocity 80 To the Source 96 Part Two FROM BURMA TO BARRE........................................................................................ -
A Study of Meditation Teaching Styles of Mahasi Sayadaw Tradition
A STUDY OF MEDITATION TEACHING STYLES OF MAHASI SAYADAW TRADITION Tejaniya A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts (Linguistics) Graduate School Mahachulalongkornrajavidyalaya University C.E. 2018 A Study of Meditation Teaching Styles of Mahasi Sayadaw Tradition Tejaniya A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts (Linguistics) Graduate School Mahachulalongkornrajavidyalaya University C.E. 2018 (Copyright by Mahachulalongkornrajavidyalaya University) i Thesis Title : A Study of Meditation Teaching Styles of Mahasi Sayadaw Tradition Researcher : Tejaniya Thesis Supervisory Committee : Asst. Prof. Dr. Veerakarn Kanokkamalade, B.A. (English), M.A. (Linguistics), Ph.D. (Linguistics) : Dr. Narongchai Pintrymool, B.A. (English), M.A (Languistics), Ph.D. (Languistics) Date of Graduation : March 21, 2019 Abstract This study consists of two objectives, namely; 1) to study the meditation teaching styles of Mahasi Sayadaw tradition and 2) to study the effectiveness of these styles of this tradition. This study is a documentary and qualitative research with two parts of data collection; the first is an interview with professional meditation teachers, the second is the study from textbook, thesis, academic journals. The result of this research was aimed to study meditation teaching styles which are instrumental in Mahasi Sayadaw tradition. The study has been done based on, especially, the review and books. Researcher attempted to elaborate and elucidate how the techniques are effective to gain expected benefits. The Vipassana meditation technique taught by Mahasi Sayadaw is characterized by the meditator anchoring his attention on the rising and falling sensations of the abdomen, making that the primary point of observation. -
Insight Newsletter
INSIGHT NEWSLETTER FALL WINTER A Dharma Life: 2 0 1 0 / 2 0 1 1 The Extraordinary is Always Arising A Profile of Ruth Denison IMS Schedules: The Retreat Center 2011 Dharma elder Ruth Denison, who celebrates her 88th birthday this year, has led The Forest Refuge 2011 courses at IMS since it opened in 1976. She is one of three Westerners who received permission to teach from Burmese master Sayagi U Ba Khin, and she was the first Teacher Profile Buddhist teacher in the US to lead an all-women’s Buddhist meditation retreat. IMS News & Developments Beloved by many for her unique teaching style, she reflects here on how she came to the Buddha’s teachings and developed her own way of communicating them to her BCBS Schedule: 2011 Listing students, so that they too can taste the extraordinary in their lives. y connection to the dharma atmosphere available to us than the ordinary Mstarted early in childhood. I was way of being. I once read a woman’s born in East Prussia, where my father had description of how things looked to her a large flower nursery. To help the people after she became a nun and went to live in who came to work in the fields I would walk a monastery. It was powerful – it shifted along a row giving water to the flowers. my awareness from the ordinary way of When I looked back and saw that the water life, the ordinary way of seeing things, to was unevenly distributed, I would think, the extraordinary that is always just right “This one will be very sad” – I animated there, if you allow yourself to stop. -
Rama, Me, and American Buddhism: a Historical and Theological Examination of American Buddhism Through the Work of Dr
Rama, Me, and American Buddhism: A Historical and Theological Examination of American Buddhism Through the work of Dr. Frederick P. Lenz Joshua D. Merrill For Submission to the Frederick P. Lenz Foundation for American Buddhism July, 21st 2017 1 For the past two years of my graduate studies at Naropa University, I have had the auspicious privilege and luxury of receiving the support of a generous merit scholarship covering a great deal of my tuition from the Frederick P. Lenz Foundation for American Buddhism. Now, soon to begin my final year in the Master’s of Divinity Program at Naropa, I have received the invitation to deepen my relationship to the man whose wealth has helped support my education, and to get to know Rama a little bit more. This invitation has made for an engaging few months this summer, in which, in order to write this essay in which I am to comment on some aspect of his work, I have deeply considered both the writing and thoughts of Dr. Lenz, and the person or figure of Rama, a teacher of American Buddhism. At first, I had no idea where to go with this essay. Perhaps, I thought, I should write something about my gratitude for the man whose Foundation is in large part making my graduate education possible. The gratitude I would express wouldn’t be inauthentic. After all, for the past few years, the Lenz Merit scholarship has been an auspicious boon to my education. Additionally, any conversation concerning the Lenz Foundation obviates mention of the widespread and open-handed support and contribution that they have, and are continually, contributing to the overarching project of American Buddhism, and all of the pivotal contributions to American society in general that that support implies. -
The Zen of Grading
City University of New York (CUNY) CUNY Academic Works Publications and Research CUNY School of Law 2003 The Zen of Grading Ruthann Robson CUNY School of Law How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/cl_pubs/248 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE ZEN OF GRADING Ruthann Robson* I. INTRODUCTION: WHAT IS GRADING? As law professors, we spend a substantial amount of time engaged in the activity of reviewing exams, papers, and other "evaluative devices" with the purpose of assigning our students grades. Personally, I estimate that I have spent over four thousand hours (almost six months of days and nights, or a year of long summer days) hunched over student work during my teaching career. It can be difficult not to consider student exams as a mere obstacle, a chore of the most unpleasant type to endure, and the worst part of our otherwise usually rewarding work as professors. Grading law school exams has been declared a "deadening intimacy with ignorance and mental fog" which saps a professor's pedagogical and scholarly energies.' It is a "terrible occupation," a "cloud," a task which we accomplish with less efficiency and more distaste as our teaching career advances.2 Professorial engagement with Blue Books, in which most law student exams continue to be written, is deemed tedious and boring, leading to a "corrosive negativity" regarding the intellectual abilities of our students as well as a destructive influence upon our own character.3 In short, grading, especially of final * Professor of Law, City University of New York (CUNY) School of Law. -
The Curriculum
The Curriculum . 3 Literature . 63 Africana Studies . 3 Mathematics . 73 Anthropology . 3 Middle Eastern and Islamic Studies . 76 Architecture and Design Studies . 7 Modern and Classical Languages and Art History . 7 Literatures . 77 Asian Studies . 10 Music . 78 Biology . 13 Philosophy . 88 Chemistry . 16 Physics . 91 Chinese . 19 Political Economy . 93 Classics . 20 Politics . 93 Cognitive and Brain Science . 20 Psychology . 97 Computer Science . 21 Public Policy . 107 Dance . 24 Religion . 108 Development Studies . 29 Russian . 111 Economics . 30 Science and Mathematics . 112 Environmental Studies . 33 Pre-Health Program Ethnic and Diasporic Studies . 34 Social Science . 113 Film History . 35 Sociology . 113 Filmmaking, Screenwriting and Media Spanish . 116 Arts . 37 Theatre . 118 French . 38 Urban Studies . 131 Games, Interactive Art, and New Genres 40 Visual Arts . 132 Gender and Sexuality Studies . 41 Architectural Design Geography . 41 Drawing German . 42 Filmmaking Greek (Ancient) . 44 New Media Health, Science, and Society . 45 Painting History . 45 Photography International Studies . 55 Printmaking Italian . 56 Sculpture Japanese . 58 Visual Fundamentals Latin . 59 Writing . 149 Latin American and Latino/a Studies . 60 Faculty . 161 Lesbian, Gay, Bisexual, and Transgender Studies . 60 Sarah Lawrence College is accredited by the Middle Modern Language and Literature (1101) BA States Association and the New York State Music (1004) BA Education Department. Philosophy (1509) BA Politics (2207) BA The following programs are registered by the New Premedical (4901) BA York State Education Department* for the degrees Psychology (2001) BA listed (registration number in parentheses). Religion (1510) BA Enrollment in other than registered or otherwise Sociology (2208) BA approved programs may jeopardize a student’s Theatre (1007) BA eligibility for certain student-aid awards.