No Hinayana in Buddhism
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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. -
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. -
The Depth Psychology of the Yogacara
Aspects of Buddhist Psychology Lecture 42: The Depth Psychology of the Yogacara Reverend Sir, and Friends Our course of lectures week by week is proceeding. We have dealt already with the analytical psychology of the Abhidharma; we have dealt also with the psychology of spiritual development. The first lecture, we may say, was concerned mainly with some of the more important themes and technicalities of early Buddhist psychology. We shall, incidentally, be referring back to some of that material more than once in the course of the coming lectures. The second lecture in the course, on the psychology of spiritual development, was concerned much more directly than the first lecture was with the spiritual life. You may remember that we traced the ascent of humanity up the stages of the spiral from the round of existence, from Samsara, even to Nirvana. Today we come to our third lecture, our third subject, which is the Depth Psychology of the Yogacara. This evening we are concerned to some extent with psychological themes and technicalities, as we were in the first lecture, but we're also concerned, as we were in the second lecture, with the spiritual life itself. We are concerned with the first as subordinate to the second, as we shall see in due course. So we may say, broadly speaking, that this evening's lecture follows a sort of middle way, or middle course, between the type of subject matter we had in the first lecture and the type of subject matter we had in the second. Now a question which immediately arises, and which must have occurred to most of you when the title of the lecture was announced, "What is the Yogacara?" I'm sorry that in the course of the lectures we keep on having to have all these Sanskrit and Pali names and titles and so on, but until they become as it were naturalised in English, there's no other way. -
THE BUDDHIST SCRIPTURES COMPARED with the BIBLE! !Robert Krueger! Presented To! !SYMPOSIUM: the UNIQUENESS of the CHRISTIAN SCRIPTURES! Dr
!THE BUDDHIST SCRIPTURES COMPARED WITH THE BIBLE! !Robert Krueger! Presented to! !SYMPOSIUM: THE UNIQUENESS OF THE CHRISTIAN SCRIPTURES! Dr. Martin Luther College! New Ulm, MN! !April 15-17, 1993! !THE BUDDHIST SCRIPTURES COMPARED WITH THE BIBLE! !Introduction! In regard to the title of this essay and the theme of the symposium, both of which refer to scrip- tures, it must be noted that there's a lot more material to be found on Buddhism than on Buddhist scriptures -- at least it's easier to find. Whole books as well as parts of books dealing with Bud- dhism often treat the matter of Buddhist scriptures only briefly or in passing. To be sure, there are Buddhist scriptures and reference is made to a Buddhist canon, but as we shall see, these are dif- !ferent than and not so clearly defined as are our Christian Scriptures and the Biblical canon.! An appreciation for the Bible may also be gained by just looking at the origin, history, and doctrine of Buddhism, and these areas are also important in considering the Buddhist scriptures. Thus we'll !first look at those aspects of Buddhism as well as at some important terms and concepts.! !1. History and Origin of Buddhism! The founder of Buddhism is Siddhartha Gautama (ca. 560-480 B.C.), a prince of the Sakyas, who became known as Sakyamuni, sage of the Sakya people, and as the Buddha, the Enlightened One. There are various stories about his birth and life and even his conception, but it is generally agreed that he grew up as a prince and a member of a privileged class, married, and had a son. -
Vasubandhu's) Commentary on His "Twenty Stanzas" with Appended Glossary of Technical Terms
AN INTRODUCTION AND TRANSLATION OF VINITADEVA'S EXPLANATION OF THE FIRST TEN VERSES OF (VASUBANDHU'S) COMMENTARY ON HIS "TWENTY STANZAS" WITH APPENDED GLOSSARY OF TECHNICAL TERMS Gregory Alexander Hillis Palo Alto, California B.A., University of California, Santa Cruz, 1979 A Thesis Presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Master of Arts Department of Religious Studies University of Virginia May, 1993 ABSTRACT In this thesis I argue that Vasubandhu categorically rejects the position that objects exist external to the mind. To support this interpretation, I engage in a close reading of Vasubandhu's Twenty Stanzas (Vif!lsatika, nyi shu pa), his autocommentary (vif!lsatika- vrtti, nyi shu pa'i 'grel pa), and Vinrtadeva's sub-commentary (prakaraiJa-vif!liaka-f'ika, rab tu byed pa nyi shu pa' i 'grel bshad). I endeavor to show how unambiguous statements in Vasubandhu's root text and autocommentary refuting the existence of external objects are further supported by Vinitadeva's explanantion. I examine two major streams of recent non-traditional scholarship on this topic, one that interprets Vasubandhu to be a realist, and one that interprets him to be an idealist. I argue strenuously against the former position, citing what I consider to be the questionable methodology of reading the thought of later thinkers such as Dignaga and Dharmak:Irti into the works of Vasubandhu, and argue in favor of the latter position with the stipulation that Vasubandhu does accept a plurality of separate minds, and he does not assert the existence of an Absolute Mind. -
Trickster-Like Teachings in Tibetan Buddhism: Shortcuts Towards Destroying Illusions
Asian Research Journal of Arts & Social Sciences 5(1): 1-9, 2018; Article no.ARJASS.38108 ISSN: 2456-4761 Trickster-Like Teachings in Tibetan Buddhism: Shortcuts towards Destroying Illusions Z. G. Ma1* 1California Institute of Integral Studies (CIIS), California, USA. Author’s contribution The sole author designed, analyzed and interpreted and prepared the manuscript. Article Information DOI: 10.9734/ARJASS/2018/38108 Editor(s): (1) Shiro Horiuchi, Faculty of International Tourism, Hannan University, Japan. (2) David Perez Jorge, Department of Teaching and –Educational research, University of La Laguna, Spain. Reviewers: (1) Dare Ojo Omonijo, Olabisi Onabanjo University, Nigeria. (2) Valentine Banfegha Ngalim, The University of Bamenda, Cameroon. (3) Lufanna Ching-Han Lai, Gratia Christian College, China. (4) Abraham K. Kisang, Kenyatta University, Kenya. (5) Uche A. Dike, Niger Delta University, Nigeria. Complete Peer review History: http://www.sciencedomain.org/review-history/22795 Received 6th November 2017 Accepted 11th January 2018 Opinion Article th Published 20 January 2018 ABSTRACT Trickster-like Dharma teachings in Tibetan Buddhism behave as a kind of shortcuts in the approach to leading people along the path of enlightenment. This essay collects three such teachings of different levels towards destroying illusions, i.e., Buddha’s silence, Guru’s paradox, and Ego’s kleshas. They are necessary as “an ace up the sleeve” for Buddha to destruct disciples’ metaphysical quagmire, for Guru to lead community toward perfect transcendence, -
Some Reflections on the Place of Philosophy in the Study of Buddhism 145
Journal of the International Association of Buddhist Studies ^-*/^z ' '.. ' ' ->"•""'",g^ x Volume 18 • Number 2 • Winter 1995 ^ %\ \l '»!#;&' $ ?j On Method \>. :''i.m^--l'-' - -'/ ' x:N'' ••• '; •/ D. SEYFORT RUEGG £>~C~ ~«0 . c/g Some Reflections on the Place of Philosophy in the Study of Buddhism 145 LUIS O. G6MEZ Unspoken Paradigms: Meanderings through the Metaphors of a Field 183 JOSE IGNACIO CABEZ6N Buddhist Studies as a Discipline and the Role of Theory 231 TOM TILLEMANS Remarks on Philology 269 C. W. HUNTINGTON, JR. A Way of Reading 279 JAMIE HUBBARD Upping the Ante: [email protected] 309 D. SEYFORT RUEGG Some Reflections on the Place of Philosophy in the Study of Buddhism I It is surely no exaggeration to say that philosophical thinking constitutes a major component in Buddhism. To say this is of course not to claim that Buddhism is reducible to any single philosophy in some more or less restrictive sense but, rather, to say that what can be meaningfully described as philosophical thinking comprises a major part of its proce dures and intentionality, and also that due attention to this dimension is heuristically necessary in the study of Buddhism. If this proposition were to be regarded as problematic, the difficulty would seem to be due to certain assumptions and prejudgements which it may be worthwhile to consider here. In the first place, even though the philosophical component in Bud dhism has been recognized by many investigators since the inception of Buddhist studies as a modern scholarly discipline more than a century and a half ago, it has to be acknowledged that the main stream of these studies has, nevertheless, quite often paid little attention to the philosoph ical. -
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. -
A System of Meditation - Revisited 47
46 know, done so well in such a small space and with As the last gong-stroke dies away, such very limited facilities and so few people. Shiver after shiver, But we did have some really good meditations Into the deep silence, there. I remember that too. There was sometimes Opening my eyes I find myself, a really good feeling, a really good, as it were, In a green-mossed underground cave, vibration or even absence of vibration, in the air. Overarching still waters. And sometimes when I opened my eyes after a session and just sort of glanced around and saw the people sitting there – in those days, they Whereon nearly all sat on stools. Only the odd person who White lotuses, half-open, perhaps had gone to a Zen class at some time or Are peacefully smiling. other actually sat cross-legged on the floor; but be that as it may, whether they were on chairs or stools or whether they were on the floor So that's the poem; and that was the experience sometimes, as I looked around, it seemed as which we had there ten, eleven, years ago, at though as they were sitting there with their half- least sometimes. And since then, since those closed eyes and the little smiles on their faces, it early days, meditation in various forms, has was as though there was a little bed of lotus always been an integral part of our activities; an blossoms growing in that underground basement, integral part of the activities of the FWBO and the growing, as it were, in some wonderful WBO, even as it is and always has been an subterranean pool. -
Tibetan Buddhism, Vajrayana, and the Lineage of Chogyam Trunpa
Tibetan Buddhism, Vajrayana, and the lineage of Chögyam Trungpa, Rinpoche The Vajrayana is the third major yana or vehicle of buddhadharma. It is built on and incorporates the Foundational teachings (Hinayana) and the Mahayana. It is also known as the Secret Mantra. The Vajrayana teachings are secret teachings, passed down through lineages from teacher to student. They were preserved and developed extensively in Tibet over 1200 years. The beginnings of Vajrayana are in India, initially spreading out through areas of Mahayana Buddhism and later the Kushan Empire. By the 12th century most of the Indian subcontinent was overtaken by the Moghul Empire and almost all of Buddhism was suppressed. The majority of Vajrayana texts, teachings and practices were preserved intact in Tibet. Vajrayana is characterized by the use of skillful means (upaya), expediting the path to enlightenment mapped out in the Mahayana teachings. The skillful means are an intensification of meditation practices coupled with an advanced understanding of the view. Whereas the conventional Mahayana teachings view the emptiness of self and all phenomena as the final goal on the path to Buddhahood, Vajrayana starts by acknowledging this goal as already fully present in all sentient beings. The practice of the path is to actualize that in ourselves and all beings through transforming confusion and obstacles, revealing their natural state of primordial wisdom. This is accomplished through sacred outlook (view), and employing meditation techniques such as visualization in deity practice and mantra recitation. One major stream of Vajrayana is known as Mahamudra (Great Seal), which incorporates the techniques noted above in a process of creation (visualization, mantra) and completion (yogas) leading to the Great Seal. -
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. -
Vajrayāna in Gostana-Deśa
THE JOURNAL OF THE INTERNATIONAL ASSOCIATION OF BUDDHIST STUDIES EDITOR-IN-CHIEF A. K. Narain EDITORS Heinz Bechert Leon Hurvitz Lewis Lancaster A. W. MacDonald B. J. Stavisky Alex Wayman ASSOCIATE EDITOR Stephen Beyer Volume 1 Number 1 1978 c/o Department of South Asian Studies, University of Wisconsin, Madison, Wisconsin 53706 CONTENTS I. ARTICLES 1. Buddhism and Political Power in Korean History, 9 by S. Keel 2. Mahamaudgalyayana's Sermon on the Letting-in and Not 25 Letting-in (of Sensitive Influences), by E. Waldschmidt 3. The Mahasamghika and the Tathagatagarbha, 35 by A. Way man II. SHORT PAPERS 1. Vajrayana in Gostana-desa, by H. W. Bailey 53 2. "Our Buddha" in an Asokan Inscription, by A. K. Narain 57 3. The Story of Vyasa and KasTsundarT, by L. Zwilling 65 4. New Areas of Research for Archaeologists and 71 Buddhologists, by G. Tucci III. BOOK REVIEWS 1. An Anthology of Buddhist Tantric Songs: a Study of 77 the CaryagTti, by Per Kvaerne 2. Tibetan Medicine: With Special Reference to Yogasataka, 81 by Vaidya Bhagwan Dash IV. NOTES AND NEWS On Buddhist Text Information (B.T.I.) of the Institute 87 for Advanced Studies of World Religions (IASWR), New York, by R. A. Gard V. OBITUARY P. L. Vaidya, by P. V. Bapat 91 Vajrayana in Gostana-desa by H. W. Bailey In Gostana-desa (ancient Khotan) interest in the Vajrayana is ex pressed in the Traveller's Notebook in the Khotan Saka language, edited in my Khotanese Texts III, 1956 and 1969, 121-4 (first translation in BSOAS 9, 1937-9, 521-43).