The Scientific Background of the Buddhist Dharmachakra
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In Japanese Zen Buddhism Y 3
Joel W. Krueger Danihish Natilional Research Foundidation: Center for Subjectivity Research jlk@[email protected] y 1. Motivation and Introduction y 2. What is bodily “cu ltiv ation”? Buddhism and the Body “Cultivation” within Japanese Zen Buddhism y 3. What happens to the “cultivated” contemplative body? Phenomenological and biological transformations y Investigation of the post‐contemplative body from the perspective of Japanese Zen Buddhism Japanese Zen emphasizes the soteriological primacy of agency and the situated body (e.g. Dōgen (1200‐1253): “The Way is surely attained with the body”) Zen insists that kensho and satori peak‐experiences are, in themselves, “nothing special”. Rather, the post‐contemplative, embodied transformations that sustain our “everydayness” are what matter. y Guiding Question: How is our bodily subjectivity purportedly transformed through “contemplative cultivation” (Jap: shugyō)? y Philosop hica l Sign ificance: theoreti cal iihtinsights itinto the nature of body and self (e.g. narrative vs. minimal accounts of self) y Scientific Significance: testable claims about the neurobiological basis of consciousness and bodily self‐ awareness (e. g. correlation between reported phenomenal states and their neural correlates (Lutz, Dunne, & Richardson 2007)) y Normative Significance: programs for enhancing our self‐ understanding and interpersonal sensitivity (e. g. moral phenomenology and moral perception (Horgan & Timmons 2005, therapeutic and health value) y 212.1 Buddhism and the body Coarse‐grained: Four -
Buddhism in America
Buddhism in America The Columbia Contemporary American Religion Series Columbia Contemporary American Religion Series The United States is the birthplace of religious pluralism, and the spiritual landscape of contemporary America is as varied and complex as that of any country in the world. The books in this new series, written by leading scholars for students and general readers alike, fall into two categories: some of these well-crafted, thought-provoking portraits of the country’s major religious groups describe and explain particular religious practices and rituals, beliefs, and major challenges facing a given community today. Others explore current themes and topics in American religion that cut across denominational lines. The texts are supplemented with care- fully selected photographs and artwork, annotated bibliographies, con- cise profiles of important individuals, and chronologies of major events. — Roman Catholicism in America Islam in America . B UDDHISM in America Richard Hughes Seager C C Publishers Since New York Chichester, West Sussex Copyright © Columbia University Press All rights reserved Library of Congress Cataloging-in-Publication Data Seager, Richard Hughes. Buddhism in America / Richard Hughes Seager. p. cm. — (Columbia contemporary American religion series) Includes bibliographical references and index. ISBN ‒‒‒ — ISBN ‒‒‒ (pbk.) . Buddhism—United States. I. Title. II. Series. BQ.S .'—dc – Casebound editions of Columbia University Press books are printed on permanent and durable acid-free paper. -
TIBETAN BUDDHISM Philosophy/Religion PR326 Dr
TIBETAN BUDDHISM Philosophy/Religion PR326 Dr. Joel R. Smith Spring, 2016 Skidmore College A study of classical and contemporary Tibetan thinkers who see philosophy as intertwined with religious practice. The course focuses on the Vajrayana form of Mahayana Buddhism that is the central element in the culture of Tibet, as well as its Mahayana Buddhist background in India. Emphasis is on the central ideas of wisdom, compassion, emptiness, and dependent arising. Texts: 1. Keown, Damien, Buddhism: A Very Short Introduction (New York: Oxford University Press, 2013). ISBN 978-0-19- 966383-5 2. Kapstein, Matthew T., Tibetan Buddhism: A Very Short Introduction (New York: Oxford University Press, 2013). ISBN 978-0-19-973512-9 **3. Lopez, Donald S., Jr., ed., Religions of Tibet in Practice: Abridged Edition (Princeton, NJ: Princeton University Press, 2007). ISBN 978-0-691-12972-378 4. Powers, John, A Concise Introduction to Tibetan Buddhism, (Ithaca, NY: Snow Lion Publications, 2008). ISBN 978-1-55939-296-9 5. Santideva, A Guide to the Bodhisattva Way of Life (Bodhicaryavatara), tr. Vesna A. Wallace & B. Alan Wallace (Ithaca, New York: Snow Lion Publications, 1997). ISBN 978-1-55939-061-1 6. Tsering, Geshe Tashi, Emptiness (Boston: Wisdom Publications, 2009). ISBN 978-086171-511-3 7. Yeshe, Lama Thubten, Introduction to Tantra: The Transformation of Desire (Boston: Wisdom Publications, 2001). ISBN 978-161-4291558 I will be delighted to talk with you outside of class. Make an appointment to see me or come by during my office hours. Office: Ladd 217. Email: [email protected] Office phone: 580-5407 (Please do not call me at home.) Office hours: Monday and Wednesday: 4:30-5:30 Tuesday and Thursday: 3:30-4:30 (other times Friday: 1:00-2:00 by appointment) THE BUDDHIST BACKGROUND IN INDIA: THERAVADA AND MAHAYANA Jan 25: Introduction to the course; Powers, Introduction & The Indian Background (Ch. -
BUDDHISM, MEDITATION, and the NEGOTIATION of the PUBLIC SPHERE by Leana Marie Rudolph a Capstone Project Submitted for Graduatio
BUDDHISM, MEDITATION, AND THE NEGOTIATION OF THE PUBLIC SPHERE By Leana Marie Rudolph A capstone project submitted for Graduation with University Honors May 20, 2021 University Honors University of California, Riverside APPROVED Dr. Matthew King Department of Religious Studies Dr. Richard Cardullo, Howard H Hays Jr. Chair University Honors ABSTRACT This capstone serves to map and gather the oral histories of formerly undocumented Buddhist communities pertaining to their lived experiences in the Inland Empire. The ethnographic fieldwork conducted of 11 sites over the period of 12 months explored the intersection of diaspora, economy, and religious affiliation. This research begins to explore this junction by undertaking a qualitative and quantitative study that will map Buddhist life in the Inland Empire today. It will include interviews, providing oral histories, and will be accessible through a GIS map, helping Religious Studies and Anthropologist scholars to locate these sites and have background information on these locations. The Inland Empire represents many heavily populated, post-agricultural, and manufacturing areas in America today, which since the 1970s and especially since 2008 has suffered from many economic and social crises related to suburban poverty, as well as waves of demographic changes. Taking the Inland Empire as a petri dish for broader trends at the intersection of religion, economy, and the social in the American public sphere today, this capstone project hopes to determine how Buddhism forms at these intersections, what new stories about life in the Inland Empire Buddhist sites and communities help illuminate, and what forms of digital interfacing best brings anthropological analyses to the publics it examines. -
Secondary Indian Culture and Heritage
Culture: An Introduction MODULE - I Understanding Culture Notes 1 CULTURE: AN INTRODUCTION he English word ‘Culture’ is derived from the Latin term ‘cult or cultus’ meaning tilling, or cultivating or refining and worship. In sum it means cultivating and refining Ta thing to such an extent that its end product evokes our admiration and respect. This is practically the same as ‘Sanskriti’ of the Sanskrit language. The term ‘Sanskriti’ has been derived from the root ‘Kri (to do) of Sanskrit language. Three words came from this root ‘Kri; prakriti’ (basic matter or condition), ‘Sanskriti’ (refined matter or condition) and ‘vikriti’ (modified or decayed matter or condition) when ‘prakriti’ or a raw material is refined it becomes ‘Sanskriti’ and when broken or damaged it becomes ‘vikriti’. OBJECTIVES After studying this lesson you will be able to: understand the concept and meaning of culture; establish the relationship between culture and civilization; Establish the link between culture and heritage; discuss the role and impact of culture in human life. 1.1 CONCEPT OF CULTURE Culture is a way of life. The food you eat, the clothes you wear, the language you speak in and the God you worship all are aspects of culture. In very simple terms, we can say that culture is the embodiment of the way in which we think and do things. It is also the things Indian Culture and Heritage Secondary Course 1 MODULE - I Culture: An Introduction Understanding Culture that we have inherited as members of society. All the achievements of human beings as members of social groups can be called culture. -
RIGHTVIEW Quarterly Dharma in Practice Fall 2007
RIGHTVIEW Quarterly Dharma in Practice fall 2007 Master Ji Ru, Editor-in-Chief Xianyang Carl Jerome, Editor Carol Corey, Layout and Artwork Will Holcomb, Production Assistance Subscribe at no cost at www.rightviewonline.org or by filling out the form on the back page. We welcome letters and comments. Write to: [email protected] or the address below RIGHTVIEW QUARTERLY is published at no cost to the subscriber by the Mid-America Buddhist Association (MABA) 299 Heger Lane Augusta, Missouri 63332-1445 USA The authors of their respective articles retain all copyrights More artwork by Carol Corey may be seen at www.visualzen.net Our deepest gratitude to Concept Press in New York City, and Mr. King Au for their efforts and generosity in printing and distributing Rightview Quarterly. VISIT www.RightviewOnline.org ABOUT THE COVER: This Japanese handscroll from the mid-12th century records in opulent gold calligraphy the text of the Heart Sutra. The scroll originally came from a large set of the Buddhist scriptural canon, probably numbering more than 5,000 scrolls, that were dedicated to Chuson-ji Temple in present-day Iwate Prefecture. Chuson-ji was founded in 1105 and the Northern Fujiwara warriors lavishly patronized the temple until their demise at the end of that century. Copyright, The British Museum, published with permission. P r e s e n t V i e w Editor Xianyang Carl Jerome explains here that reconciliation is our practice, and addresses this idea again in the context of Buddhist social engagement in the article Those Pictures on page 24. -
Teaching the Relative and Ultimate Truths
༄༅། །ན་ོབ་དང་དོན་དམ་པ་བན་པ་བན་པ། Teaching the Relative and Ultimate Truths Saṃvṛti paramārtha satya nirdeśa འཕགས་པ་ན་ོབ་དང་དོན་དམ་པ་བན་པ་བན་པ་ས་་བ་ག་པ་ན་པོ་མདོ། ’phags pa kun rdzob dang don dam pa’i bden pa bstan pa zhes bya ba theg pa chen po’i mdo The Noble Mahāyāna Sūtra “Teaching the Relative and Ultimate Truths” Ārya saṃvṛti paramārtha satya nirdeśa nāma mahā yāna sūtra Toh 179 Degé Kangyur, vol. 60 (mdo sde, ma), folios 244.b–266.b. Translated by the Dharmachakra Translation Group under the patronage and supervision of 84000: Translating the Words of the Buddha First published 2014 Current version v 2.24.7 (2021) Generated by 84000 Reading Room v2.1.32 84000: Translating the Words of the Buddha is a global non-profit initiative to translate all the Buddha’s words into modern languages, and to make them available to everyone. This work is provided under the protection of a Creative Commons CC BY-NC-ND (Attribution - Non- commercial - No-derivatives) 3.0 copyright. It may be copied or printed for fair use, but only with full attribution, and not for commercial advantage or personal compensation. For full details, see the Creative Commons license. This print version was generated at 2.19pm on Monday, 22nd February 2021 from the online version of the text available on that date. If some time has elapsed since then, this version may have been superseded, as most of 84000’s published translations undergo significant updates from time to time. -
Buddhist Community Views on Objects in the Collection
Buddhist Community Views on Objects in the Collection From April to September 2006, seven advisory groups were held with members of different faith community groups. The aims of these were to consult with the communities that the V&A collections were relevant to and see what reactions they had about the V&A collections. The participants were asked to select from groups of pictures of V&A objects and prioritise what items struck them most. These could be for personal reasons or how important they were from a cultural or faith point of view, artistically or whether they still had relevance to their lives today. A Buddhist Stupa in Manikiala 'I chose this stupa for more personal reasons because when I was in India on pilgrimage I saw some similar brick stupas to house the relics of the Buddha. Nowadays they don't look very much like stupas, you have to be told they are stupas. They look more like mole hills because, over time, I think the villagers took the stones away to build their own houses. They have a strangely peaceful impression on me and the mind goes into a kind of emptiness which is what these stupas are about really, to come to this place of contained emptiness.' Sister Cittapala ( Amaraviti Monastry) Majestic Calm of The Great Buddha 'We don't have many old big Buddha statues left and so I think it is very important. When they see Buddha statues it brings peacefulness in their minds.' Lelung Tulku (Tibetan Monk) 'I chose the Great Buddha at Kamakura in Japan and I found it particularly moving to look at this image. -
Roads of Dialogue Lumbini Development Trust/Nepal
Paper Presented On the Occasion of UNESCO's Integral Study of the Silk Roads: Roads of Dialogue Lumbini Development Trust/Nepal National Commission for UNESCO Buddhist Route Expedition, Nepal September 21-30, 1995 Lumbini, The birTh-PLace of Lord buddha *** Dr. Ram Niwas Pandey Professor and Head of the Department of Nepalese History, Culture and Archaeology Tribhuvan University, Kirtipur Kathmandu, Nepal September 1995 1 Lumbini, The birTh-PLace of Lord buddha Dr. Ram Niwas Pandey* Resplendent with the ideals of Later Vedic Religion when most people of the Indian sub-continent were vexed in the tradition of animal sacrifice for gaining the knowledge of enlightenment and finally the salvation from the chain of births and deaths, Buddha, the Exalted Lord of Asia, took his birth at Lumbini in the grove of the Sal trees in 563 B.C.1 and after receiving Buddhahood in 523 B.C. at Bodhgaya he wandered in the whole Aryavarta to dispel the ignorance of the bewildered people by preaching his noble principles to them up to the age of eighty and then at Kushinagar he left his corporeal body for eternal peace. The Buddha was the first philosopher to speak in the favour of universal brotherhood of man, to reject the theory of caste and he proclaimed that caste and class prejudices are two major obstacles to higher morality and knowledge, and, therefore to salvation.2 Therefore, he initiated the monks to wander in each direction “for the gain of many, for the welfare of the many, for showing forth compassion on the world; for the good, for the gain, -
Asian and African Civilizations: Course Description, Topical Outline, and Sample Unit. INSTITUTION Columbia Univ., New York, NY
DOCUMENT RESUME ED 423 174 SO 028 555 AUTHOR Beaton, Richard A. TITLE Asian and African Civilizations: Course Description, Topical Outline, and Sample Unit. INSTITUTION Columbia Univ., New York, NY. Esther A. and Joseph Klingenstein Center for Independent School Education. PUB DATE 1995-00-00 NOTE 294p.; Photographs and illustrations may not reproduce well. AVAILABLE FROM Esther A. and Joseph Klingenstein Center for Independent School Education, Teachers College, Columbia University, 525 West 120th Street, Box 125, New York, NY, 10027. PUB TYPE Dissertations/Theses Practicum Papers (043) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS *African Studies; *Asian Studies; Course Content; *Course Descriptions; Ethnic Groups; Foreign Countries; *Indians; Non Western Civilization; Secondary Education; Social Studies; World History IDENTIFIERS Africa; Asia; India ABSTRACT This paper provides a skeleton of a one-year course in Asian and African civilizations intended for upper school students. The curricular package consists of four parts. The first part deals with the basic shape and content of the course as envisioned. The remaining three parts develop a specific unit on classical India with a series of teacher notes, a set of student readings that can be used according to individual needs, and a prose narrative of content with suggestions for extension and inclusion. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be z:Lad *s from the original document. -
SWASTIKA the Pattern and Ideogram of Ideogram and Pattern The
Principal Investigators Exploring Prof. V. N. Giri the pattern and ideogram of Prof. Suhita Chopra Chatterjee Prof. Pallab Dasgupta Prof. Narayan C. Nayak Prof. Priyadarshi Patnaik pattern and ideogram of Prof. Aurobindo Routray SWASTIKA Prof. Arindam Basu Prof. William K. Mohanty Prof. Probal Sengupta Exploring the A universal principle Prof. Abhijit Mukherjee & of sustainability Prof. Joy Sen SWASTIKA of sustainability A universal principle SandHI INDIAN INSTITUTE OF TECHNOLOGY KHARAGPUR The Science & Heritage Initiative www.iitkgpsandhi.org INDIAN INSTITUTE OF TECHNOLOGY KHARAGPUR Exploring the pattern and ideogram of SWASTIKA A universal principle of sustainability SandHI The Science & Heritage Initiative INDIAN INSTITUTE OF TECHNOLOGY KHARAGPUR ii iii Advisor Prof. Partha P. Chakrabarti Director, IIT Kharagpur Monitoring Cell Prof. Sunando DasGupta Dean, Sponsored Research and Industrial Consultancy, IIT Kharagpur Prof. Pallab Dasgupta Associate Dean, Sponsored Research and Industrial Consultancy, IIT Kharagpur Principal Investigator (overall) Prof. Joy Sen Department of Architecture & Regional Planning, IIT Kharagpur Vide order no. F. NO. 4-26/2013-TS-1, Dt. 19-11-2013 (36 months w.e.f 15-1-2014 and 1 additional year for outreach programs) Professor-in-Charge, Documentation and Dissemination Prof. Priyadarshi Patnaik Department of Humanities & Social Sciences, IIT Kharagpur Research Scholars Group (Coordinators) Sunny Bansal, Vidhu Pandey, Tanima Bhattacharya, Shreyas P. Bharule, Shivangi S. Parmar, Mouli Majumdar, Arpan Paul, Deepanjan Saha, Suparna Dasgupta, Prerna Mandal Key Graphics Support Tanima Bhattacharya, Research Scholar, IIT Kharagpur Exploring ISBN: 978-93-80813-42-4 the pattern and ideogram of © SandHI A Science and Heritage Initiative, IIT Kharagpur Sponsored by the Ministry of Human Resources Development, Government of India Published in July 2016 SWASTIKA www.iitkgpsandhi.org A universal principle Design & Printed by Cygnus Advertising (India) Pvt. -
Dharmachakra
ध셍मचक्र Dharmacakra Dharmachakra A lord of speech. An aspect of Manjushri. In some lore, occasionally identified as Dharmachakra. http://www.mythologydictionary.com/buddhist-mythology.html د َهار َمات َشاك َرا دَار َما َچاک َرا ھ چک ध셍मचक्र د ر م ر http://uh.learnpunjabi.org/default.aspx ध셍मचक्र ਧਰਮਚਕਰ http://h2p.learnpunjabi.org/default.aspx دھرمچکر فرشتہ ਧਰਮਚਕਰ ਫ਼ਰਰਸ਼ਤਾ http://g2s.learnpunjabi.org/default.aspx Dharmachakra - Wikipedia, the free encyclopedia https://en.wikipedia.org/wiki/Dharmachakra Dharmachakra From Wikipedia, the free encyclopedia The dharmacakra , usually written dharmachakra in English (Sanskrit: धमच6; Pāli: ध+चS dhammachakka ; Burmese: ဓမစကာ ([d əməse ʔ t ɕà]); Chinese: 法輪 ; pinyin: fălún ; Standard Tibetan: འཁོར་ལོ། (chos kyi 'khor lo ); lit. "Wheel of Dharma" or "Wheel of Law"), is one of the Ashtamangala symbols [1] that has represented dharma, the Buddha's teaching of the path to Nirvana, since the early period of Indian Buddhism. [2][note 1] Contents 1 Etymology 2 History 3 Usage 3.1 Buddhist usage 3.2 Beyond Buddhism 4 Notes 5 References 6 Sources 7 Further reading 8 External links Etymology The Classical Sanskrit noun dharma is a derivation from the root dh ṛ, which has a meaning of "to hold, maintain, keep", [note 2] and takes a meaning of "what is established or firm", and hence "law". It is derived from an older Vedic Sanskrit n-stem dharman- , with a literal meaning of "bearer, supporter", in a religious sense conceived as an aspect of Rta.[4] The word chakra derives from Proto-Indo-European * kʷek ʷlos , and its cognates include Greek kyklos , Lithuanian kaklas , Tocharian B kokale and English "wheel," as well as "circle" and "cycle." [5][6] * kʷek ʷlos is derived from the root * kʷel- , a verb that meant "to turn.".