Remembering the Kindness
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The Lhasa Jokhang – Is the World's Oldest Timber Frame Building in Tibet? André Alexander*
The Lhasa Jokhang – is the world's oldest timber frame building in Tibet? * André Alexander Abstract In questo articolo sono presentati i risultati di un’indagine condotta sul più antico tempio buddista del Tibet, il Lhasa Jokhang, fondato nel 639 (circa). L’edificio, nonostante l’iscrizione nella World Heritage List dell’UNESCO, ha subito diversi abusi a causa dei rifacimenti urbanistici degli ultimi anni. The Buddhist temple known to the Tibetans today as Lhasa Tsuklakhang, to the Chinese as Dajiao-si and to the English-speaking world as the Lhasa Jokhang, represents a key element in Tibetan history. Its foundation falls in the dynamic period of the first half of the seventh century AD that saw the consolidation of the Tibetan empire and the earliest documented formation of Tibetan culture and society, as expressed through the introduction of Buddhism, the creation of written script based on Indian scripts and the establishment of a law code. In the Tibetan cultural and religious tradition, the Jokhang temple's importance has been continuously celebrated soon after its foundation. The temple also gave name and raison d'etre to the city of Lhasa (“place of the Gods") The paper attempts to show that the seventh century core of the Lhasa Jokhang has survived virtually unaltered for 13 centuries. Furthermore, this core building assumes highly significant importance for the fact that it represents authentic pan-Indian temple construction technologies that have survived in Indian cultural regions only as archaeological remains or rock-carved copies. 1. Introduction – context of the archaeological research The research presented in this paper has been made possible under a cooperation between the Lhasa City Cultural Relics Bureau and the German NGO, Tibet Heritage Fund (THF). -
Remembering the Kindness of His Holiness the Dalai Lama and the Tibetan People
Remembering the Kindness of His Holiness the Dalai Lama and the Tibetan People Please dedicate for auspiciousness that this is His Holiness returning to Tibet Composed and translated by Lama Zopa Rinpoche 2 Remembering the Kindness Remembering the Kindness of His Holiness the Dalai Lama and the Tibetan People The object of refuge of myself And of all transmigratory beings In all our lifeti mes Is the embodiment of the Three Jewels, The all-encompassing Three Refuges in one: The Guru: the Wish-granti ng Jewel, His Holiness the Dalai Lama. The Master: Padmasambhava, The Dharma Kings: Songtsen Gampo and Trisong Detsen, The Abbot: Shantarakshita, And the numberless Holy Beings Who preserved and spread the Buddha Dharma in Tibet; And the Tibetan people who practi ced And served Buddhism so faithfully for a thousand years, As well as those who, along with many others,1 Died sacrifi cing their lives for Tibet and His Holiness― May all their positi ve wishes be fulfi lled immediately. Remembering the Kindness 3 Due to their limitless kindness, The sun of Tibetan Buddhism has now risen in the West, Which is a dark land. But now that I have met with the Dharma, I have received the perfect human body Enabling me to lead a meaningful life.2 Our Refuge and Savior, the Supreme One: His Holiness the Dalai Lama And the Tibetan people have been so kind to us! Remembering this we make the following dedicati ng prayers: May all His Holiness the Dalai Lama’s wishes be successful immediately; May the Snow Land of Tibet achieve pure freedom And develop the Buddha Dharma even more than before in Tibet; And may all mother transmigratory beings achieve enlightenment quickly! 4 Remembering the Kindness Colophon George Farley, who for many years served on the FPMT Board, requested me a number of years ago to write a prayer for Tibet. -
The Nobel Peace Prize
TITLE: Learning From Peace Makers OVERVIEW: Students examine The Dalai Lama as a Nobel Laureate and compare / contrast his contributions to the world with the contributions of other Nobel Laureates. SUBJECT AREA / GRADE LEVEL: Civics and Government 7 / 12 STATE CONTENT STANDARDS / BENCHMARKS: -Identify, research, and clarify an event, issue, problem or phenomenon of significance to society. -Gather, use, and evaluate researched information to support analysis and conclusions. OBJECTIVES: The student will demonstrate the ability to... -know and understand The Dalai Lama as an advocate for peace. -research and report the contributions of others who are recognized as advocates for peace, such as those attending the Peace Conference in Portland: Aldolfo Perez Esquivel, Robert Musil, William Schulz, Betty Williams, and Helen Caldicott. -compare and contrast the contributions of several Nobel Laureates with The Dalai Lama. MATERIALS: -Copies of biographical statements of The Dalai Lama. -List of Nobel Peace Prize winners. -Copy of The Dalai Lama's acceptance speech for the Nobel Peace Prize. -Bulletin board for display. PRESENTATION STEPS: 1) Students read one of the brief biographies of The Dalai Lama, including his Five Point Plan for Peace in Tibet, and his acceptance speech for receiving the Nobel Prize for Peace. 2) Follow with a class discussion regarding the biography and / or the text of the acceptance speech. 3) Distribute and examine the list of Nobel Peace Prize winners. 4) Individually, or in cooperative groups, select one of the Nobel Laureates (give special consideration to those coming to the Portland Peace Conference). Research and prepare to report to the class who the person was and why he / she / they won the Nobel Prize. -
Candidate Brief
Candidate Brief Brief for the position of Chief Executive Officer, PGA European Tour February 2015 Candidate Brief, February 2015 2 Chief Executive Officer, PGA European Tour Contents Welcome from the Chairman ................................................................................................................. 3 Summary......................................................................................................................................................... 4 The PGA European Tour........................................................................................................................... 5 Constitution and governance ............................................................................................................... 11 Role profile .................................................................................................................................................. 12 Selection criteria ....................................................................................................................................... 16 Principal challenges ................................................................................................................................. 17 Remuneration ............................................................................................................................................. 17 Search process ........................................................................................................................................... -
Sl.No Name of Religious and Cultural Sites
Travelling guide to religious and cultural sites in Bumthang Dzongkhag Gewog : Choekhor Sl.No Name of religious and cultural sites Description of sites Nearest road Distance from Distance to Contact person Contact Remarks point Chamkhar town the site number from the 1 Tashi Gatshel Dungtsho Lhakhang The main nangten of the Lhakhang are statues of Lusibi 20 Km 5 Mins Walk Tashi Tshering, 17699859 Guru Nangsi , Tempa, Chana Dorji. Caretaker 2 Sanga Choling Lhakhang The main relice of the Lhakhang is Guru Tshengye statuDhur toe 20 Km 5 Mins Walk Kezang Dorji, 17778709 Caretaker 3 Dhurm Mey Dungkhor Lhakhang The main nangten of the lhakhang are painiting of Dhurmey 19 Km 15 Mins Yeshi Pema, 17554125 Guru Rinpoche and Tshepamey. Caretaker 4 Dhur Dungkhor Lhakhang The main relices of lhakhang are statues of Chenrizey Dhurmey 19 Km 10 mins Ngawang 17577992 and Zhabdrung Ngawang Namgyal. walk 5 Dhendup Choling Lhakhang The main relices of Lhakhang are Desum Sangay and Dhurmey 19 Km 15 mins Lam Kinley 17603534 Guru Sangay 6 Barsel Lamsel/Dawathang Lhakhang The main relices of Lhakhang is Statues of Guru Dawathang 7 Km 1 min walk Kezang Dawa, Car 77661214 Rinpoche and a small, grey image of Thangtong Gyalpo. 7 Lhamoi Nyekhang The main relice of the Lhakhang is Guru Tshengye statuDawathang 7.5 Km 10 mins Choney Dorji, Lam 17668141 walk 8 Kurjey Guru Lhakang Status of Guru Rimpoche and Guru mediated in one Kurjey 7 Km 1 min walk Kinley, Caretaker 77113811 caves and left body imprint. 9 Kurjey Sampalhendup Lhakhang The main nangten is status of Guru Rinpoche. -
Eight Manifestations of Padmasambhava Essay
Mirrors of the Heart-Mind - Eight Manifestations of Padmasam... http://huntingtonarchive.osu.edu/Exhibitions/sama/Essays/AM9... Back to Exhibition Index Eight Manifestations of Padmasambhava (Image) Thangka, painting Cotton support with opaque mineral pigments in waterbased (collagen) binder exterior 27.5 x 49.75 inches interior 23.5 x 34.25 inches Ca. 19th century Folk tradition Museum #: 93.011 By Ariana P. Maki 2 June, 1998 Padmasambhava, also known as Guru Rinpoche, Padmakara, or Tsokey Dorje, was the guru predicted by the Buddha Shakyamuni to bring the Buddhist Dharma to Tibet. In the land of Uddiyana, King Indrabhuti had undergone many trials, including the loss of his young son and a widespread famine in his kingdom. The Bodhisattva Avalokiteshvara felt compassion for the king, and entreated the Buddha Amitabha, pictured directly above Padmasambhava, to help him. From his tongue, Amitabha emanated a light ray into the lake of Kosha, and a lotus grew, upon which sat an eight year old boy. The boy was taken into the kingdom of Uddiyana as the son of King Indrabhuti and named Padmasambhava, or Lotus Born One. Padmasambhava grew up to make realizations about the unsatisfactory nature of existence, which led to his renunciation of both kingdom and family in order to teach the Dharma to those entangled in samsara. Over the years, as he taught, other names were bestowed upon him in specific circumstances to represent his realization of a particular aspect of Buddhism. This thangka depicts Padmasambhava, in a form also called Tsokey Dorje, as a great guru and Buddha in the land of Tibet. -
Recounting the Fifth Dalai Lama's Rebirth Lineage
Recounting the Fifth Dalai Lama’s Rebirth Lineage Nancy G. Lin1 (Vanderbilt University) Faced with something immensely large or unknown, of which we still do not know enough or of which we shall never know, the author proposes a list as a specimen, example, or indication, leaving the reader to imagine the rest. —Umberto Eco, The Infinity of Lists2 ncarnation lineages naming the past lives of eminent lamas have circulated since the twelfth century, that is, roughly I around the same time that the practice of identifying reincarnating Tibetan lamas, or tulkus (sprul sku), began.3 From the twelfth through eighteenth centuries it appears that incarnation or rebirth lineages (sku phreng, ’khrungs rabs, etc.) of eminent lamas rarely exceeded twenty members as presented in such sources as their auto/biographies, supplication prayers, and portraits; Dölpopa Sherab Gyeltsen (Dol po pa Shes rab rgyal mtshan, 1292–1361), one such exception, had thirty-two. Among other eminent lamas who traced their previous lives to the distant Indic past, the lineages of Nyangrel Nyima Özer (Nyang ral Nyi ma ’od zer, 1124–1192) had up 1 I thank the organizers and participants of the USF Symposium on The Tulku Institution in Tibetan Buddhism, where this paper originated, along with those of the Harvard Buddhist Studies Forum—especially José Cabezón, Jake Dalton, Michael Sheehy, and Nicole Willock for the feedback and resources they shared. I am further indebted to Tony K. Stewart, Anand Taneja, Bryan Lowe, Dianna Bell, and Rae Erin Dachille for comments on drafted materials. I thank the Chiang Ching-kuo Foundation for International Scholarly Exchange for their generous support during the final stages of revision. -
The Tulku System in Tibetan Buddhism: Its Reliability, Orthodoxy and Social Impacts
The Tulku System in Tibetan Buddhism: Its Reliability, Orthodoxy and Social Impacts By Ramin Etesami A thesis submitted to the graduate school in partial fulfilment of the requirements for the degree of Master of Arts at the International Buddhist College, Thailand March, 20 Abstract The Tulku institution is a unique characteristic of Tibetan Buddhism with a central role in this tradition, to the extent that it is present in almost every aspect of Tibet’s culture and tradition. However, despite this central role and the scope and diversity of the socio-religious aspects of the institution, only a few studies have so far been conducted to shed light on it. On the other hand, an aura of sacredness; distorted pictures projected by the media and film industries;political propaganda and misinformation; and tendencies to follow a pattern of cult behavior; have made the Tulku institution a highly controversial topic for research; and consequently, an objective study of the institution based on a critical approach is difficult. The current research is an attempt to comprehensively examine different dimensions of the Tulku tradition with an emphasis on the issue of its orthodoxy with respect to the core doctrines of Buddhism and the social implications of the practice. In this research, extreme caution has been practiced to firstly, avoid any kind of bias rooted in faith and belief; and secondly, to follow a scientific methodology in reviewing evidence and scriptures related to the research topic. Through a comprehensive study of historical accounts, core Buddhist texts and hagiographic literature, this study has found that while the basic Buddhist doctrines allow the possibility for a Buddhist teacher or an advanced practitioner to “return back to accomplish his tasks, the lack of any historical precedence which can be viewed as a typical example of the practice in early Buddhism makes the issue of its orthodoxy equivocal and relative. -
Giấc Mơ Tây Tạng
THÍCH THÁI HÒA GIẤC MƠ TÂY TẠNG NHÀ XUẤT BẢN PHƢƠNG ĐÔNG Chùa Phƣớc Duyên - Huế PL 2558 - TL 2014 MỤC LỤC NGỎ ............................................................................................... 9 CHƢƠNG I: TỔNG QUAN VỀ TÂY TẠNG .......................... 16 Vùng đất ....................................................................................... 16 Con người ..................................................................................... 19 Lịch sử .......................................................................................... 26 Tôn giáo ........................................................................................ 30 Văn hóa ......................................................................................... 38 Kinh tế .......................................................................................... 43 Chính trị ........................................................................................ 44 Xã hội ........................................................................................... 45 CHƢƠNG II: CÁC TRIỀU ĐẠI ............................................... 48 Từ khởi nguyên đến năm 313 trước Công Nguyên ...................... 48 Từ lâu đài Taksé (Stag-rtse) đến triều đại Namri Löntsän ........... 49 Triều đại Songtsàn Gampo(618-650) ........................................... 50 Triều đại Mangsong Mangtsen (650-676) .................................... 57 Triều đại 'Dus-rong Mang-po-rje (677-704) ................................. 57 Triều đại Mes-ag-tshoms -
Buddhist Philosophy in Depth, Part 3
WISDOM ACADEMY Buddhist Philosophy in Depth, Part 3 JAY GARFIELD Lessons 6: The Transmission of Buddhism from India to Tibet, and the Shentong-Rangtong Debate Reading: The Crystal Mirror of Philosophical Systems "Introduction to Tibetan Buddhism," pages 71-75 "The Nyingma Tradition," pages 77-84 "The Kagyu Tradition," pages 117-124 "The Sakya Tradition," pages 169-175 "The Geluk Tradition," pages 215-225 CrystalMirror_Cover 2 4/7/17 10:28 AM Page 1 buddhism / tibetan THE LIBRARY OF $59.95US TIBETAN CLASSICS t h e l i b r a r y o f t i b e t a n c l a s s i c s T C! N (1737–1802) was L T C is a among the most cosmopolitan and prolific Tspecial series being developed by e Insti- Tibetan Buddhist masters of the late eighteenth C M P S, by Thuken Losang the crystal tute of Tibetan Classics to make key classical century. Hailing from the “melting pot” Tibetan Chökyi Nyima (1737–1802), is arguably the widest-ranging account of religious Tibetan texts part of the global literary and intel- T mirror of region of Amdo, he was Mongol by heritage and philosophies ever written in pre-modern Tibet. Like most texts on philosophical systems, lectual heritage. Eventually comprising thirty-two educated in Geluk monasteries. roughout his this work covers the major schools of India, both non-Buddhist and Buddhist, but then philosophical large volumes, the collection will contain over two life, he traveled widely in east and inner Asia, goes on to discuss in detail the entire range of Tibetan traditions as well, with separate hundred distinct texts by more than a hundred of spending significant time in Central Tibet, chapters on the Nyingma, Kadam, Kagyü, Shijé, Sakya, Jonang, Geluk, and Bön schools. -
Jefferson Quick, Timely Reads
Jefferson Quick, Timely Reads Mystics for Skeptics Dalai Lama: A Mystic and Saint By: Reverend Charles Brock June 2020 The 14th Dalai Lama was born in Taktser, Qinghai, Republic of China. He was selected as the tulku of the 13th Dalai Lama in 1937 and formally recognized as the 14th Dalai Lama in a public declaration near the town of Bumchen in 1939. His enthronement ceremony as the Dalai Lama was held in Lhasa in 1940 and he eventually assumed full political duties at the age of 15, after the People's Republic of China's occupation of Tibet. During the 1959 Tibetan uprising, the Dalai Lama fled to India, where he is a refugee. He is an expert in religion, politics of Tibet, environment, economics, women's rights, nonviolence, interfaith dialogue, physics, astronomy, Buddhism and science, reproductive health and sexuality, and Mahayana and Vajrayana Buddhist teachings. He was a recipient of the Nobel Peace Prize in 1989.[1] What sort of mystic is he? He follows the classic Buddhist noble truths described in the chapter on Buddha. From his own words: “To generate the type of love and compassion that motivates you to seek buddhahood, not for yourself but for the sake of others, first you must confront suffering by identifying its types. This is the first noble truth. From the time we are born to the time we die we suffer mental and physical pain, the suffering of change, and pervasive suffering of uncontrolled conditioning. [Dukkha (suffering) can be translated as stress, anxiety, dissatisfaction as well]. The second and third noble truths lead us to understand the causes of suffering and whether or not those causes can be removed. -
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.