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The Decontextualization of Vajrayāna Buddhism in International Buddhist Organizations by the Example of the Organization Rigpa
grant reference number: 01UL1823X The decontextualization of Vajrayāna Buddhism in international Buddhist Organizations by the example of the organization Rigpa Anne Iris Miriam Anders Globalization and commercialization of Buddhism: the organization Rigpa Rigpa is an international Buddhist organization (Vajrayāna Buddhism) with currently 130 centers and groups in 41 countries (see Buddhistische Religionsgemeinschaft Hamburg e.V. c/o Tibetisches Zentrum e.V., Nils Clausen, Hermann-Balk- Str. 106, 22147 Hamburg, Germany : "Rigpa hat mittlerweile mehr als 130 Zentren und Gruppen in 41 Ländern rund um die Welt." in https://brghamburg.de/rigpa-e-v/ date of retrieval: 5.11.2020) Rigpa in Austria: centers in Vienna and Salzburg see https://www.rigpa.de/zentren/daenemark-oesterreich-tschechien/ date of retrieval: 27.10.2020 Rigpa in Germany: 19 centers see https://www.rigpa.de/aktuelles/ date of retrieval: 19.11.2019 Background: globalization, commercialization and decontextualization of (Vajrayāna) Buddhism Impact: of decontextualization of terms and neologisms is the rationalization of economical, emotional and physical abuse of people (while a few others – mostly called 'inner circles' in context - draw their profits) 2 contents of the presentation I. timeline of crucial incidents in and around the organization Rigpa II. testimonies of probands from the organization Rigpa (in the research project TransTibMed) III. impact of decontextualizing concepts of Vajrayāna Buddhism and cross-group neologisms in international Buddhist organizations IV. additional citations in German language V. references 3 I) timeline of crucial incidents in and around the organization Rigpa 1. timeline of crucial events (starting 1994, 2017- summer 2018) (with links to the documents) 2. analysis of decontextualized concepts, corresponding key dynamics and neologisms 3. -
These Are Raw Transcripts That Have Not Been Edited in Any Way, and May Contain Errors Introduced by the Volunteer Transcribers
These are raw transcripts that have not been edited in any way, and may contain errors introduced by the volunteer transcribers. Please refer to the audio on The Knowledge Base website (http://www.theknowledgebase.com) for the original teachings. The Asian Classics Institute Course XIII: The Art of Reasoning Taught by Geshe Michael Roach Class One: Why Study the Art of Reasoning [mandala] [refuge] Okay. Welcome. This is something like class number thirteen, okay, course number thirteen. When we started the courses, we , [unclear] and I went out and we bought six chairs at Ikea in New Jersey and brought it back in a Honda and I figured if we could make six good translators it would be a big achievement you know. So I’m happy to see that there are many people here. Tonight we’re gonna study Buddhist logic. We’re gonna start Buddhist logic. I waited twelve courses, thirteen courses to start Buddhist logic because I was afraid ure my first job is to sell you on the idea of studying Buddhist logic and then maybe you won’t run away to like the third class or something. So, I’ll tell you the story about Gyaltseb Je. Gyaltseb Je was the main disciple of Je Tsongkapa. Je Tsongkapa is really the beginning of our lineage and he was the teacher of the first Dalai Lama. His dates are 1357 – 1419, okay. Gyaltseb Je – the word Gyaltseb means regent,meaning he took over the show after Je Tsongkapa passed away. He was assigned by Je Tsongkapa. -
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. -
5 Pema Mandala Fall 06 11/21/06 12:02 PM Page 1
5 Pema Mandala Fall 06 11/21/06 12:02 PM Page 1 Fall/Winter 2006 5 Pema Mandala Fall 06 11/21/06 12:03 PM Page 2 Volume 5, Fall/Winter 2006 features A Publication of 3 Letter from the Venerable Khenpos Padmasambhava Buddhist Center Nyingma Lineage of Tibetan Buddhism 4 New Home for Ancient Treasures A long-awaited reliquary stupa is now at home at Founding Directors Ven. Khenchen Palden Sherab Rinpoche Padma Samye Ling, with precious relics inside. Ven. Khenpo Tsewang Dongyal Rinpoche 8 Starting to Practice Dream Yoga Rita Frizzell, Editor/Art Director Ani Lorraine, Contributing Editor More than merely resting, we can use the time we Beth Gongde, Copy Editor spend sleeping to truly benefit ourselves and others. Ann Helm, Teachings Editor Michael Nott, Advertising Director 13 Found in Translation Debra Jean Lambert, Administrative Assistant A student relates how she first met the Khenpos and Pema Mandala Office her experience translating Khenchen’s teachings on For subscriptions, change of address or Mipham Rinpoche. editorial submissions, please contact: Pema Mandala Magazine 1716A Linden Avenue 15 Ten Aspirations of a Bodhisattva Nashville, TN 37212 Translated for the 2006 Dzogchen Intensive. (615) 463-2374 • [email protected] 16 PBC Schedule for Fall 2006 / Winter 2007 Pema Mandala welcomes all contributions submitted for consideration. All accepted submissions will be edited appropriately 18 Namo Buddhaya, Namo Dharmaya, for publication in a magazine represent- Nama Sanghaya ing the Padmasambhava Buddhist Center. Please send submissions to the above A student reflects on a photograph and finds that it address. The deadline for the next issue is evokes more symbols than meet the eye. -
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. -
Pilgrimage to Drakar Dreldzong
Pilgrimage to Drakar Dreldzong The Written Tradition and Contemporary Practices among Amdo Tibetans ,#-7--a};-1 Zhuoma ( |) Thesis Submitted for the Degree of M. Phil in Tibetan Studies Department of Culture Studies and Oriental Languages University of Oslo Spring 2008 1 Summary This thesis focuses on pilgrimage (gnas skor) to Drakar Dreldzong, a Buddhist holy mountain (gnas ri) in a remote area of Amdo, Tibet, in the present day Qinghai Province in the western part of China. The mountain had long been a solitude hermitage and still is a popular pilgrimage site for Tibetan lamas and nearby laymen. Pilgrimage to holy mountains was, and still is, significant for the religious, cultural and literary life of Tibet, and even for today’s economic climate in Tibet. This thesis presents the traditional perceptions of the site reflected both in written texts, namely pilgrimage guides (gnas bshad), and in the contemporary practices of pilgrimage to Drakar Dreldzong. It specifically talks about an early pilgrimage guide (Guide A) written by a tantric practitioner in the early 17th century, and newly developed guides (Guides B, C and D), based on the 17th century one, edited and composed by contemporary Tibetan lay intellectuals and monks from Dreldzong Monastery. This monastery, which follows the Gelukba tradition, was established in 1923 at the foot of the mountain. The section about the early guide mainly introduces the historical framework of pilgrimage guides and provides an impression of the situation of the mountain in from the 17th to the 21st century. In particular, it translates the text and gives comments and analysis on the content. -
MBS Course Outline 11-12 (Updated on September 9, 11)
MBS Course Outline 11-12 (Updated on September 9, 11) Centre of Buddhist Studies The University of Hong Kong Master of Buddhist Studies Course Outline 2011-2012 (Course details laid out in this course outline is only for reference. Please refer to the version provided by the teachers in class for confirmation.) BSTC6079 Early Buddhism: a doctrinal exposition (Foundation Course) Lecturer Prof. Y. Karunadasa Tel: 2241-5019 Email: [email protected] Schedule: 1st Semester; Monday 6:30 – 9:30 p.m. Class Venue: P4, Chong Yuet Ming Physics Building Course Description This course will be mainly based on the early Buddhist discourses (Pali Suttas) and is designed to provide an insight into the fundamental doctrines of what is generally known as Early Buddhism. It will begin with a description of the religious and philosophical milieu in which Buddhism arose in order to show how the polarization of intellectual thought into spiritualist and materialist ideologies gave rise to Buddhism. The following themes will be an integral part of this study: analysis of the empiric individuality into khandha, ayatana, and dhatu; the three marks of sentient existence; doctrine of non-self and the problem of Over-Self; doctrine of dependent origination and its centrality to other Buddhist doctrines; diagnosis of the human condition and definition of suffering as conditioned experience; theory and practice of moral life; psychology and its relevance to Buddhism as a religion; undetermined questions and why were they left undetermined; epistemological standpoint and the Buddhist psychology of ideologies; Buddhism and the God-idea and the nature of Buddhism as a non-theistic religion; Nibbana as the Buddhist ideal of final emancipation. -
Full Activities Report 2010-2020
Activities Report 2010 - 2020 Celebrating our 10th Anniversary! Shang Shung Institute UK Activities Report 2010 - 2020 Dear Friends, The Shang Shung Institute UK (SSIUK) is pleased to present a summary of the acti- vities that our team of dedicated staff, volunteers and supporters have carried out since its inception in May 2010 under the guidance and direction of the late Chögyal Namkhai Norbu. Our activities since 2010 are listed below as well as our fundraising projects. This will give you an overview of our work in the past years. Our heartfelt thanks go to our founder, the late Chögyal Namkhai Norbu. We would also like to express our gratitude to Dr Nathan Hill (SOAS) for his generous and untiring commitment and to the many sup- porters, volunteers and donors who graciously share their time, skills and resouces to help the Shang Shung Institute UK (SSIUK) fulfill its mission to preserve, diffuse and promote Tibetan culture throu- ghout the world. In particular, we would like to give thanks and pay our respects to the late Dominic Kennedy and Judith Allan who both played pivotal roles in the establishment of the Institute here in the UK. The SSIUK is a nonprofit organisation that relies on your support to continue and develop. We hope that this report serves to inspire you, and we would like to invite you to actively participate in our work through donations, sponsorship and legacies. You can see details of how you may do this on the last page of this booklet. With our very best wishes, Julia Lawless - International Director of Tibetan Culture Prof. -
Cúng Dường Mây Cam Lồ
Cúng Dường Mây Cam Lồ Một Sưu Tập Giáo Huấn Về Pháp Luyện Tâm Và Các Đề Tài Khác Choden Rinpoche Luận Giải TRI ÂN VÀ HỒI HƯỚNG Tác phẩm này đã được chuyển dịch và hiệu đính với sự gia trì của His Eminence Choden Rinpoche và chỉ giáo của Geshe Gyalten Kungka. Mọi sai sót là của người dịch. Mọi công đức có được xin hồi hướng cho sự giác ngộ của chúng sanh trong sáu cõi. Nguyện cầu tất cả các hữu tình có được sự dìu dắt của bậc giác ngộ để sớm thoát khỏi luân hồi. Cúng Dường Mây Cam Lồ: Một Sưu Tập Giáo Huấn Về Pháp Luyện Tâm Và Các Đề Tài Khác Luận Giải về Luyện Tâm Bát Đoạn của Geshe Langri Thangpa Dorje Senge Luận Giải về Thoát Khỏi Bốn Sự Bám Chấp của Jetsun Drakpa Gyaltsen Luận Giải về Tonglen, Hành Trì Cho và Nhận Luận Giải về Ba Điểm Tinh Yếu của Đường Tu Giác Ngộ của Tsongkhapa Luận Giải về Năm Điểm Chỉ Giáo của Pháp Chiết Xuất Tinh Chất của Đức Đạt Lai Lạt Ma đời thứ Hai Gendun Gyatso His Eminence Choden Rinpoche Gyalten Deying chuyển Việt ngữ Thanh Liên, Mai Tuyết Ánh hiệu đính SÁCH ẤN TỐNG – KHÔNG BÁN Awakening Vajra Publications 21 Banksia Crescent Churchill, Vic, Australia 3842 www.awakeningvajrapubs.org @Choden Rinpoche, Ian Coghlan, Voula Zarpani All rights reserved. No part of this book may be reproduced in any forms or by any means, electronic or mechanical, including photography, recording or by any information storage or retrieval system or technologies now known or later developed, without permission in writing from the publisher. -
Looking, SEEING, LETTING BE, and BEING FREE
LooKING, SEEING, LETTING BE, AND BEING FREE ]-low oo I EXPERIENCE RIGPA? This question is really about how du alistic mind and mind essence actually are. When I teach, usually I first give the story of mind essence, offering a theory about how mind essence is so that you can get the idea intellectually. But it is quite possi ble that someone has already experienced the actuality of mind essence before hearing it explained intellectually; let's not rule out that possibil ity. Traditionally, first the theory is given, then the way or method of experiencing mind essence in actuality is taught. I haven't gotten to that point yet; we are still working on the intellectual picture. When I give this explanation, it's easy to make the mistake of think ing that mind essence is an entity somewhere inside dualistic mind. If we do this, we may gain some understanding of how mind essence is, but this understanding is within a dualistic framework-like the idea that within dualistic mind there is an empty essence, the idea that within dual istic mind we have a cognizant nature, and so forth. This is a conceptual understanding of the mind essence beyond concepts. Right now, from within our state of dualistic mind, we must actually experience how mind essence consists of essence, nature, and capacity. We try to approach how that mind essence actually is as an experience. That experience takes place by means of the pith instructions given by a master. Right here is the point where a qualified master would give the pointing-out instruction, directly pointing out the nature of mind. -
The Letter to Sogyal (Lakar)
July 14, 2017 Sogyal Lakar, The Rigpa Sangha is in crisis. Long-simmering issues with your behavior can no longer be ignored or denied. As long-time committed and devoted students we feel compelled to share our deep concern regarding your violent and abusive behavior. Your actions have hurt us individually, harmed our fellow sisters and brothers within Rigpa the organization, and by extension Buddhism in the West. We write to you following the advice of the Dalai Lama, in which he has said that students of Tibetan Buddhist lamas are obliged to communicate their concerns about their teacher: If one presents the teachings clearly, others benefit. But if someone is supposed to propagate the Dharma and their behavior is harmful, it is our responsibility to criticize this with a good motivation. This is constructive criticism, and you do not need to feel uncomfortable doing it. In “The Twenty Verses on the Bodhisattvas’ Vows,” it says that there is no fault in whatever action you engage in with pure motivation. Buddhist teachers who abuse sex, power, money, alcohol, or drugs, and who, when faced with legitimate complaints from their own students, do not correct their behavior, should be criticized openly and by name. This may embarrass them and cause them to regret and stop their abusive behavior. Exposing the negative allows space for the positive side to increase. When publicizing such misconduct, it should be made clear that such teachers have disregarded the Buddha’s advice. However, when making public the ethical misconduct of a Buddhist teacher, it is only fair to mention their good qualities as well. -
Tibetan Tra- Ditions As a Citadel of Learning and Excellence
BULK RATE U.S. POSTAGE PAID ITHACA, NY 14851 Permit No. 746 Deliver to current resident ORDER FROM OUR NEW SNOW LION TOLL FREE NUMBER 1-800-950-0313 NEWSLETTER & CATALOG SNOW LION PUBLICATIONS PO BOX 6483, ITHACA, NY 14851, (607)-273-8506 VOLUME 4, NUMBER 1 H.H. SAKYA TRIZIN VISITS AMERICA In the Dehra Dun valley nestled between the Himalaya and Shiva- lik mountain ranges below the small Indian town of Rajpur, one finds a modest house surrounded by fruit trees. Here is the home of His Holi- ness Sakya Trizin, the crown-lama of the Sakya Order, His Consort, Damo Kushola, and their two sons, Ratna Vajra and Jnana Vajra. A far cry from the 80-room Dolma Palace of Sakya in Tibet, it nonetheless serves as His Holiness' main resi- dence and office as He guides the Sakya Order in both spiritual and temporal matters through the un- certain years of exile. A small way further down the treelined avenue of the Fajpur Road, one will often see red-robed monks waiting for a bus or busy with activities at the Sakya Center, the first Sakya monastery estab- lished in India. In the foothills over- looking Rajpur, one will find the advanced teacher-training facility, the Sakya College, which has won H.H. THE DALAI LAMA TO renown among all four Tibetan tra- ditions as a citadel of learning and excellence. A two-hour bus trip GIVE DZOGCHEN TEACHINGS from nearby Dehra Dun will bring one to the Sakya settlement of AND EMPOWERMENT OF Puruwalla, where refugee lay people form and make handicrafts, preserv- H.H.