This article argues that Buddhists can consistently support autonomy as an educational ideal. The article defines autonomy as a matter of thinking and acting according to principles that one has oneself endorsed, showing the relationship between this ideal and the possession of an enduring self. Three central Buddhist doctrines of conditioned arising, impermanence and anatman are examined, showing a prima facie conflict between autonomy and Buddhist philosophy. Drawing on the ‘two truths’ theory of Nagarjuna, it is then shown that the (...) prima facie conflict can be defused by noting that the self has reality at one level, but is a fiction at another level. This approach allows us a new way of seeing autonomy as an extrinsic value—as a step in the journey towards nirvana, but of no value once one has achieved nirvana. (shrink)

A case is made here for a secular interpretation of spirituality to place against more orthodox religious versions which are currently gaining ground in English education as part of the government policy designed to encourage schools to apply for ‘academy’ status independent of local authority control. Given the rise of faith-based ‘free’ schools, it is important to provide a secular alternative as a foundation for morality and spirituality in the interests of maintaining state-funded institutions characterised by rationality and autonomy (...) rather than a commitment to nurturing specific religious beliefs. After considering arguments against faith-based education, I go on to suggest a secular approach to spirituality founded on mindfulness theory and practice originating in Buddhist traditions. (shrink)

This article offers a reading of the philosophies of Emmanuel Levinas and Theravada Buddhism across and through their differences in order to rethink an education that is committed to ‘negative capability’ and the sensibility to uncertainty that this entails. In fleshing this out, I first explore Buddhist ideas of impermanence, suffering and non-self, known as the three marks of existence, from the perspective of Theravada Buddhism. I explore in particular vipassana meditation's insistence on openness to the transient (...) nature of experience and self, and the notion of ‘encounter’ that is implied therein. I then interweave this with Levinas's notion of an ethics of alterity. I argue that taken in tandem, both provide the condition through which another kind of ethical sensibility can be developed—that is, one that is attuned to our encounters with the world. In conclusion, the article reflects on how this sensibility as ‘negative capability’ can re-inform an ethics of educational practices, which are by nature themselves necessarily involved with change and uncertainty. (shrink)

Introduction. The article is focused on studying the self-knowledge techniques used in Buddhism and their application in teaching philosophy. The relevance of the study is due to the search for new approaches to studying philosophy, including approaches related to philosophical practice, as well as the interest of modern scientists in the problem of consciousness. The problem of consciousness is interdisciplinary and its study is of practical importance for philosophers, psychologists, linguists, specialists in artificial intelligence. Buddhism as a philosophical (...) doctrine provides rich material for the study of the phenomenon of consciousness, which does not lose its relevance today. A feature of the Buddhist approach to consciousness is that it has an axiological orientation that is directly related to the problem of self-knowledge. The practices of self-knowledge used in Buddhism enable a person to become happier and more harmonious, which is so important for each of us. The aim of the study is to conduct a philosophical analysis of Buddhist practices of self-knowledge and self-transformation in order to use them in the educational process. Methods: the author uses general scientific methods of analysis and synthesis, deduction and induction; phenomenological method to identify the intentions that are key for consciousness. The author also uses the hermeneutical method to interpret Buddhist texts. The method of introspection as self-observation of consciousness is used in Buddhist meditation techniques. The scientific novelty of the study is that we approach the study of extensive material on Buddhism in the context of the problem of selfknowledge, which is inextricably linked with the Buddhist concept of consciousness. The revealed and studied Buddhist techniques of self-knowledge have been adapted for teaching philosophy. Results. A philosophical analysis of the literature on Buddhism in the context of the problem of self-knowledge was carried out. As a result of the analysis, Buddhist techniques for working with consciousness, such as meditation, the method of pondering Zen koans, the method of getting rid of material attachments, or the practice of austerities, were studied and described. A philosophical analysis of various Buddhist meditation techniques showed that they are based on the Buddhist concept of consciousness, which denies the existence of an individual “I”, considers the “I” to be nothing more than a combination of various dharmas, therefore the purpose of meditation in Buddhism is to identify oneself with one’s own “I”, to achieve a state of voidness in which we must comprehend our true identity. The method of pondering Zen koans is also one of the techniques for working with one’s consciousness in Buddhism. As a result of deliberation of these paradoxical miniatures, a person goes beyond the boundaries of logical thinking; there is a transition from the level of profane consciousness to the level of deep consciousness. The basis of the method of getting rid of material attachments or the practice of austerities in Buddhism is the concept of the middle path. We have established a similarity between the method of getting rid of material attachments, the concept of the middle path and minimalism as a way of life. Findings. Elements of the Buddhist practices of self-transformation can be successfully used in the teaching of philosophy at the university as a practical aspect of studying this discipline, forming students with the idea of philosophy as a way of life leading to positive self-transformation. Studying the practical aspects of Buddhist philosophy contributes to the formation of tolerance, awareness, education of humanism and altruism, and the skills of psycho-emotional self-regulation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 22 (2002) 222-228 [Access article in PDF] Book Review Buddhism and Ecology: The Interconnection of Dharma and Deeds Buddhism and Ecology: The Interconnection of Dharma and Deeds. Edited by Mary Evelyn Tucker and Duncan Ryuken Williams. Cambridge, Mass: Harvard University Press, 1997. 467 pp. As Mary Evelyn Tucker's foreword explains, this book is part of a series of conferences and publications exploring the relationship between (...) religion and ecology initiated by the Center for the Study of World Religions at Harvard University. The volume is divided into several sections. In the first section, "Overview: Framing the Issues," Lewis Lancaster provides an excellent overview of the important role of religion in relation to ecology in "Buddhism and Ecology: Collective Cultural Perceptions." In addition, he discusses some of the promise and pitfalls of interpreting Buddhism to ascertain its perspectives on nature, the human/nature relationship, and so forth.The first substantive section, "Theravada Buddhism and Ecology," has a focus on Thailand, with essays by Donald Swearer on Thai Buddhist perspectives on nature, and Leslie Sponsel and Poranee Natadecha-Sponsel, entitled "Theoretical Analysis of the Potential Contribution of the Monastic Community in Promoting a Green Society in Thailand." Swearer describes the approaches of two preeminent Thai Buddhist monk scholars and activists, Bhikkhu Buddhadasa and Phra Prayudh Payutto, concluding that these two offer distinct but similarly proenvironmental interpretations of Buddha dharma.The Sponsels' essay is less persuasive. Their thesis is that "the local monastic communities of Thailand have the potential to serve as working models of a green society and that some actually do" (48). The evidence they offer is that "by drawing on the environmental wisdom of the dharma, by serving as a model of a green society, and through the power afforded by their liminal status, local monastic communities have significant potential to contribute to the environmental awareness, information, and ethics of the populace" (Sponsel and Sponsel 53). Since the monastic environment is comprised predominantly of males, however, what contribution do women make to these goals, and how do they become educated into environmental awareness? The authors do acknowledge the gender discrimination of the sangha and recognize both that "one of the concomitants of a green society is gender equity" as well as that the gender bias of the sangha and society in Thailand need to change if a green society is to be realized in Thailand (56). However, assuming that women are equal contributors to environmental destruction as well as the potential for rehabilitation, it would seem to be important to use vehicles for environmental education that provide access to females as well as males, rather than monastic institutions composed exclusively of males (at least the formally recognized ones).However, the Sponsels see the greatest obstacle to the attainment of a green society in Thailand to be "the disparity between Buddhist ideals and teachings, on the one hand, and the actual practices of Buddhists, on the other" (56). The authors note that in reality, Thailand is increasingly becoming an environmental disaster rather [End Page 222] than an ecotopia. Although the authors contend that Buddhism is one of the most important resources for resolving environmental problems in Thailand because of its ability to "penetrate to the very roots of the problems and to find lasting solutions rather than merely treat superficial symptoms and single issues," they have failed to describe what these principles are in any detail other than the doctrine of interdependent origination and care for all sentient beings, as well as failing to demonstrate specifically how monks actually provide an example of a green society. Thus, their "hypotheses" remain largely unproven and unsupported.The third section of the volume, "Mahayana Buddhism and Ecology," focuses on Japan. Paul O. Ingram's essay, "The Jeweled Net of Nature," supports the thesis that Shingon (esoteric) Buddhism, especially that of the Japanese monk and scholar Kukai, offer resources for resolving the environmental crisis (as Graham Parkes also does in a later essay in this section). Beginning from the premise that the dualistic, hierarchical, atomizing, androcentric, and sexist characteristics of Western monotheistic religion and... (shrink)

Every year, the Vietnamese people reportedly burned about 50,000 tons of joss papers, which took the form of not only bank notes, but iPhones, cars, clothes, even housekeepers, in hope of pleasing the dead. The practice was mistakenly attributed to traditional Buddhist teachings but originated in fact from China, which most Vietnamese were not aware of. In other aspects of life, there were many similar examples of Vietnamese so ready and comfortable with adding new norms, values, and beliefs, even contradictory (...) ones, to their culture. This phenomenon, dubbed “cultural additivity”, prompted us to study the co-existence, interaction, and influences among core values and norms of the Three Teachings –Confucianism, Buddhism, and Taoism–as shown through Vietnamese folktales. By applying Bayesian logistic regression, we evaluated the possibility of whether the key message of a story was dominated by a religion (dependent variables), as affected by the appearance of values and anti-values pertaining to the Three Teachings in the story (independent variables). Our main findings included the existence of the cultural additivity of Confucian and Taoist values. More specifically, empirical results showed that the interaction or addition of the values of Taoism and Confucianism in folktales together helped predict whether the key message of a story was about Confucianism, β{VT ⋅ VC} = 0.86. Meanwhile, there was no such statistical tendency for Buddhism. The results lead to a number of important implications. First, this showed the dominance of Confucianism because the fact that Confucian and Taoist values appeared together in a story led to the story’s key message dominated by Confucianism. Thus, it presented the evidence of Confucian dominance and against liberal interpretations of the concept of the Common Roots of Three Religions (“tam giáo đồng nguyên”) as religious unification or unicity. Second, the concept of “cultural additivity” could help explain many interesting socio-cultural phenomena, namely the absence of religious intolerance and extremism in the Vietnamese society, outrageous cases of sophistry in education, the low productivity in creative endeavors like science and technology, the misleading branding strategy in business. We are aware that our results are only preliminary and more studies, both theoretical and empirical, must be carried out to give a full account of the explanatory reach of “cultural additivity”. (shrink)

이 글은 초기불교의 음식에 대한 관점과 그 윤리적 성격을 분석하여 도덕교육적 의미를 탐구한 것이다. 초기불교는 세상의 기원을 음식과 결부시키고 있는데, 음식으로 인하여 분별과 차별, 탐욕과 갈애, 거짓말과 악행이 발생하였다고 본다. 또한 먹는 음식에 더하여 접촉·의도·의식의 네 가지 음식으로 구분하여 설명하고 ‘음식으로 음식을 통제하는’ 독특한 윤리관을 보여준다. 초기불교 수행자들은 인간의 괴로움의 원인인 탐욕과 갈애의 근원이 음식에 있다고 보아 음식의 절제와 제어를 통한 음식수행을 무엇보다 중시하였다. 초기불교의 음식관에서 찾을 수 있는 윤리성은, 첫째, 음식을 연기의 출발로 중시한다는 것이다. 음식을 출발로 연기의 고리가 시작되어 (...) 무명(無明)으로까지 이르기 때문에 번뇌를 소멸하여 해탈하기 위한 수행에서 음식에 대한 제어가 중요한 과제로 등장한다. 둘째, 음식의 맛과 양에 대한 제어를 통하여 탐욕을 절제하는 노력을 기울여 인간다운 먹음이 되고자 끊임없이 노력하였고, 이는 오늘날 자본주의 음식생활에 시사해 주는 바가 크다. 셋째, 합리적 중도주의 태도로, 생존을 위한 음식의 필요성을 수용하면서도 탐닉하거나 끌려 다니지 않는 절제된 자세를 강조였으며 이러한 음식 수용의 자세는 대승불교에 이르러 시대와 문화에 따라 불교 정신을 유지하면서 문화에 적합하게 수용하여 왔다. 그럼에도 도덕교육적 관점에서 한계를 살펴보면, 첫째로 지나치게 출가자 중심이라는 것, 둘째로 음식에 대해 지나치게 부정적이라는 점, 셋째는 음식과 관련하여 사회공동체 관점의 공업(共業) 의식이 약하다는 것이다. 그러나 음식을 중시하여 음식에 대한 엄격한 절제와 제어를 강조한 윤리적 자세는 오늘날 자본주의 음식생활의 문제점을 해결하기 위해 새겨보아야 할 것이다. (shrink)

Over the course of only a few decades during the late nineteenth to early twentieth centuries, part of mainstream Buddhist education underwent a striking shift in China. From being a secluded practice within monastery walls taught by monastics for monastics with a strict focus on Buddhist scripture, it became one where monastics and laypeople study together, guided by teachers, both monastic and lay, studying a curriculum of both Buddhist and secular subjects. Although general reforms within the Buddhist community of (...) the times received considerable scholarly attention, the topic of education development was discussed in only a few instances. Therefore, the present article sets out to explore why this radical methodological shift happened, and more concretely, how the individual learning trajectories of the reforms’ leading actors, and their involvement in specific communities, influenced the way the reforms unfolded. The author analyses the work and life of three generations of Buddhist reformers, namely the layman Yang Wenhui, and the monastic masters Taixu, Hsing Yun and Cheng Yen, employing Étienne Wenger’s social theory of learning. The theory’s main assertion that communities of practice provide the main fora of learning for individuals, and its description of the concrete ways in which this learning takes place can provide new insights regarding the specific unfolding of late-nineteenth to early-twentieth-century Buddhist education reforms in China. (shrink)

In the ｢Framework Act on Education｣, Korean society sets the direction that even adults, including students, have the right to be educated to have the 'qualities necessary as a democratic citizen’, and through this, should contribute to the public interest of Korean society and mankind as a whole. However, discussions on what specifically, civic education for democratic citizens is, are still underway without agreement. The important point is that the social structure and lifestyle change according to the times, (...) and the qualities and virtues required by citizens also change. Considering this, the philosophical and theoretical level of review and discussion of the goals, directions, and grounds of citizenship education should be conducted together with social analysis and the prediction of social change. From this awareness of the problem, this study summarized recent Korean society perspectives from the viewpoint of 'transition,' Based on this, the goals and directions of citizenship education were summarized. Korean society has long confirmed that social solidarity is collapsing due to conflict, hatred, and exclusion. In addition, inequality has accelerated since neoliberal policy was fully implemented. In addition, it has been confirmed that the discourse of meritocracy that justifies inequality has become the mainstream perception of society. In addition, as a member of the human community, Korea also identified an ecological crisis that could be an exception. Therefore, we have now confirmed that social integration, restoration of publicity, and the emergence of ecological values are new tasks. To solve these challenges, it is necessary to form a social entity to prepare for a transition. In this sense of the problem, this study presents the virtues of Buddhism, especially for citizens, from an acting point of view as three things: (a) reconciliatory thought for social integration, (b) collective karma for social justice, and (c) awareness and practice of life peace. (shrink)

EDITORS’ INTRODUCTION This volume is a collection of papers presented at the international workshop on “Buddhist Approach to Global Education in Ethics” which is being held on May 13, 2019, at International Conference Center Tam Chuc, Ha Nam, Vietnam on the occasion of the 16th United Nations Day of Vesak Celebrations 2019. The aim is to throw new light on the values of the global ethical system with a focus on the Buddhist approach in deepening our understanding of how (...) Buddhist ethics can deliver a social change in the globalized world. REVIEW OF CONTENTS Prof. P. D. Premasiri in his paper titled “Universally valid ethical norms of Buddhism applicable to global education in ethics” deals with hindrance in determining the basis for global education in ethics and providing undeniable facts about the diversity involved in ethical norms, principles and attitudes of various global communities. The author also discusses the characteristics of Buddhist teaching on a humanistic approach to the moral life with perceptions of enlightened humans, i.e. ‘Knowledgeable Persons’ (vi¤¤å purisà). The paper places further emphasis on the necessity to draw the attention of educators to train the minds of humans on ethical choices in accordance with such decisions. The paper entitled “Teaching Buddhist Ethics through the Life of the Buddha and Jesus” by Abraham Velez De Cea has proposed a new approach to the Buddhist ethical way of teaching and its application through interpretations of the Buddha’s life from the perspective of virtue ethics and meditation. The purpose is to heighten the Buddhist contribution being made to global education in ethical issues. The paper is divided into two parts, Buddhist ethics as a form of virtue ethics and secondly, interpretation of the Buddha’s teachings from the perspective of virtue ethics and meditation. (shrink)

This article focuses on Daisaku Ikeda's (1928– ) philosophy and practice of intercultural dialogue—what I call ‘value‐creative dialogue’—as a new current in interculturalism and educational philosophy and theory. I use excerpts from Ikeda's writings to consider two aspects of his approach to dialogue. First, I locate his approach philosophically in Buddhism; in the examples of dialogue modeled by Ikeda's mentor, Josei Toda (1900–1958), and by Toda's mentor, Tsunesaburo Makiguchi (1871–1944); and in Makiguchi's theory of value creation (soka) and value‐creating (...) pedagogy. Second, I consider the multiple and value‐creative levels Ikeda's dialogues play. I conclude with implications of value‐creative dialogue in education in general and bilingual‐bicultural education in particular. (shrink)

This article explores the significance of sustainability and several ways in which education for sustainable development can be considered. It presents several issues related to the theories of sustainability and ESD, which are generated based on a firm concept of anthropocentrism. ESD has been used for developing a scientific understanding of the world and is expected to effectively address the environmental damage facing humans. However, this is a narrow view of sustainability, through which learners do not gain an authentic (...) understanding of nature. If the phenomenon of ecological interdependence is true, a non-anthropocentric stance of sustainability is the actual representation required for ESD teaching. Ecological wisdom in Buddhist philosophy indicates that natural sustainability corresponds to human living in harmony with the natural environment, an insight derived particularly from the Buddhist concept of the no-self. Instead of denying the existence of ‘I’, the no-self is the loss of self-preoccupation. This notion highlights the non-dual relation between the self and this world. If I am I and nature is nature, then human sustainability differs from natural sustainability. Only when I am nature and nature is I can natural sustainability translate into human sustainability. This state presents actual sustainability for humans. Regarding ESD, it can be achieved by coming to nature, and learning to see nature in ourselves. As nature does, it comes to all beings, manifesting itself in all beings. (shrink)

본 연구는 『대승기신론』의 일심(一心) 개념을 중심으로 불교 인성론을 탐구하여 윤리교육적 함의를 찾아본 것이다. 현재 인성교육담론은 서구 인본주의 인성과 전통 유교 인성 두 축으로 이루어지고 있는데, 불교문화의 한국적 위상, 불교윤리의 구조와 논리, 미래사회의 복잡성에 대한 대비 등을 고려할 때, 이제 불교 인성론에 주목할 필요가 있다. 그러나 붓다가 천명한 무아(無我)를 전제하면 윤리적 행위와 책임 주체 문제로 인성 논의가 쉽지는 않다. 찰나로 변하여 동일성 확보가 어려운 무아로는 업보와 깨달음의 인격 주체를 담보하기 어렵기 때문이다. 하지만 붓다가 무아를 주장한 이유가 나를 부정하기 위한 것이 아니고 (...) 괴로움과 번뇌의 원인이 나[我]와 내 것[我所]에 대한 집착에 있음을 비판하기 위한 것임을 알면, 연기론과 공의 논리에 의거한 무아로서 인성 논의는 타당함을 알 수 있다. 무아에서 법유(法有)로, 중관의 공(空)과 유식을 거치며 대승불교에서는 불신(佛身)이 신성시되고, 사물의 내재적 본질로 법성(法性) 진여(眞如)를 강조하며 여래장‧불성 개념이 등장한다. 인도의 여래장사상은 중국에서는 유교 인성론의 영향으로 불성사상으로 정립되고 이후 동아시아 불교사상의 핵심이 되었으며, 『대승기신론』에서는 일심으로 구조화된다. 『대승기신론』은 중생심으로서 일심을 중심으로 마음의 구조와 작동원리를 파악하여, 어떻게 정법(淨法)에서 염법(染法)으로 변화하는지 논의하면서 궁극적으로 인성은 진여불성임을 강조한다. 『대승기신론』의 일심, 즉 인성론에서 찾을 수 있는 윤리교육에의 시사점은 다섯 가지로 요약할 수 있다. 첫째, 진여불성에 대한 강조에서 찾을 수 있는 성선에 대한 믿음, 둘째, 일심의 구조와 작동논리와 수행으로 연계되는 인성교육의 구조화, 셋째, 훈습(薰習)에 의한 도덕적 영향과 환경의 중요성, 넷째 근기(根機)의 차이를 고려한 수준별 윤리교육의 가능성, 다섯째, 도덕교과서로의 기신론의 의미 등이다. 무아와 불성 등 불교의 인성론은 연기법과 공의 논리에 의하여 지지되며, 불성의 가능성을 믿고 나에 대한 집착과 번뇌를 수행으로 극복하여 동체대비(同體大悲)의 윤리적 실천을 추구하는 데서 그 대승적 의미를 찾을 수 있다. (shrink)

In their struggle against the capitalist colonization of desire, Christianity and Buddhism offer similar strategies of fundamental formation or transformation of human desire. This article examines three specific features in which Christianity and Buddhism share a broad and deep resemblance in their analysis of on the dynamics of human desire and its transformation. First, both traditions identify distorted human desire as a source of bondage (or suffering), which affects the mind (intellectual), the heart (affective) and the body. Second, (...) in terms of the strategy of liberation from this bondage, both agree that human desiring constitutes the most effective internal force available in the human make up itself. Thus, the liberation process is not aimed at wiping out human desire but rather at channeling the very power of human desiring through a process of education whose dynamics are understood as an ascent or a journey that leads to higher (or deeper) Reality. Third, with regard to the direction of liberation, both traditions assert that this process should be directed not only toward the self but also towards others. Here the benefit for others, the virtue of caritas in Christianity and bodhicitta in Buddhism, constitutes a fundamental part of the direction of this process of formation. Keywords: Christianity, Buddhism, desire, capitalism, bondage,transformation, caritas, bodhicitta. Abstrak: Dalam perlawanan mereka terhadap kolonisasi hasrat oleh kapitalisme, tradisi Budhis dan Kristiani menawarkan cara-cara yang mirip untuk mendidik atau mentransformasi hasrat manusia. Artikel ini membahas tiga unsur penting yang sama dari analisis Budhisme dan Kristianitas mengenai dinamika hasrat manusia dan transformasinya. Pertama, kedua tradisi ini mengidentifikasi hasrat manusia yang rusak atau salah arah sebagai sebab dasariah dari penderitaan manusia. Kerusakan hasrat ini juga mempengaruhi dimensi intelektual, afektif dan juga tubuh manusia. Kedua, perihal cara pembebasan dari penderitaan ini, kedua tradisi ini juga sepakat bahwa hasrat manusia merupakan dayainternal paling efektif dalam diri manusia sendiri. Karena itu, proses pembebasan ini tidak dimaksudkan untuk membuang hasrat dari kemanusiaan, melainkan untuk menyalurkan daya hasrat ini melalui proses transformasi yang berdinamika “mendaki,” sebuah perjalanan menuju Realitas yang lebih tinggi atau dalam. Ketiga, mengenai arah pembebasan ini, kedua tradisi menekankan bahwa proses ini ditujukan tidak hanya untuk diri sendiri melainkan juga sesama. Dalam hal ini, kepentingan sesama seperti diungkapkan oleh keutamaan caritas dalam Kristianitas dan bodhicitta dalam Budhisme merupakan bagian dasariah dari arah transformasi hasrat manusia itu sendiri. Kata-kata kunci: Kristianitas, Budhisme, hasrat, kapitalisme, penderitaan, transformasi, caritas, bodhicitta. (shrink)

Step-by-step lessons in building the skills needed to engage in Tibetan Buddhist philosophical debate and that have proved successful in the college classroom. Debate is the investigative technique used in Tibetan education to sharpen analytical capacities and convey philosophical concepts. Reading and memorization are not enough; students must be able to verbalize their understanding and defend it under the pressure of fierce cross-examination. This book, based on the author's successful undergraduate course in the subject, trains readers to develop the (...) analytical skills used in Tibetan-style debate. Making use of sample debate exchanges and definitions and classification systems drawn from Tibetan Buddhist debate manuals, the book shows how to challenge and defend assertions made in the course of debate. (shrink)

For centuries, Burmese have looked to the authority of their religious tradition, Theravada Buddhism, to negotiate social and political hierarchies. Modern Buddhist Conjunctures in Myanmar examines those moments in the modern history of this Southeast Asian country when religion, culture, and politics converge to chart new directions. Arguing against Max Weber’s characterization of Buddhism as other-worldly and divorced from politics, this study shows that Buddhist practice necessitates public validation within an economy of merit in which moral action earns (...) future rewards. The intervention of colonial modernity in traditional Burmese Buddhist worldviews has created conjunctures at which public concerns critical to the nation’s future are reinterpreted in light of a Buddhist paradigm of power. Author Juliane Schober begins by focusing on the public role of Buddhist practice and the ways in which precolonial Buddhist hegemonies were negotiated. Her discussion then traces the emergence of modern Buddhist communities through the colonial experience: the disruption of traditional paradigms of hegemony and governance, the introduction of new and secular venues to power, modern concerns like nationalism, education, the public place of religion, the power of the state, and Buddhist resistance to the center. The continuing discourse and cultural negotiation of these themes draw Buddhist communities into political arenas, either to legitimate political power or to resist it on moral grounds. The book concludes with an examination of the way in which Buddhist resistance in 2007, known in the West as the Saffron Revolution, was subjugated by military secularism and the transnational pressures of a global economy. A skillfully crafted work of scholarship, Modern Buddhist Conjunctures in Myanmar will be welcomed by students of Theravada Buddhism and Burma/Myanmar, readers of anthropology, history of religions, politics, and colonial studies of modern Southeast Asia, and scholars of religious and political practice in modern national contexts. (shrink)

For centuries, Burmese have looked to the authority of their religious tradition, Theravada Buddhism, to negotiate social and political hierarchies. Modern Buddhist Conjunctures in Myanmar examines those moments in the modern history of this Southeast Asian country when religion, culture, and politics converge to chart new directions. Arguing against Max Weber’s characterization of Buddhism as other-worldly and divorced from politics, this study shows that Buddhist practice necessitates public validation within an economy of merit in which moral action earns (...) future rewards. The intervention of colonial modernity in traditional Burmese Buddhist worldviews has created conjunctures at which public concerns critical to the nation’s future are reinterpreted in light of a Buddhist paradigm of power. Author Juliane Schober begins by focusing on the public role of Buddhist practice and the ways in which precolonial Buddhist hegemonies were negotiated. Her discussion then traces the emergence of modern Buddhist communities through the colonial experience: the disruption of traditional paradigms of hegemony and governance, the introduction of new and secular venues to power, modern concerns like nationalism, education, the public place of religion, the power of the state, and Buddhist resistance to the center. The continuing discourse and cultural negotiation of these themes draw Buddhist communities into political arenas, either to legitimate political power or to resist it on moral grounds. The book concludes with an examination of the way in which Buddhist resistance in 2007, known in the West as the Saffron Revolution, was subjugated by military secularism and the transnational pressures of a global economy. A skillfully crafted work of scholarship, Modern Buddhist Conjunctures in Myanmar will be welcomed by students of Theravada Buddhism and Burma/Myanmar, readers of anthropology, history of religions, politics, and colonial studies of modern Southeast Asia, and scholars of religious and political practice in modern national contexts. (shrink)

一遍仏教やその周縁と対話し、無・型・身体性などを契機として日本独自の教育の構築を試みたユニークな教育再生論。.

AbstractFrom Karl Marx to Martin Heidegger, the dialectical relationship between technology and art has become an ontological question of social reality. Marshall McLuhan’s theory of cool-hot media provides an analytical framework for the information age. “Cool-hot media” is McLuhan’s truly original concept. However, while McLuhan determined electronic media to embrace printing media which was regarded as a typical representative of hot media, he could not foresee that electronic media is properly speaking the latest representative of the split type of hot (...) media. Through Gödel’s Incompleteness Theorems which underlies formalization and Embodied Cognition Theory, this article argues that there exists an ontological difference between computers and human existence and explores the position of art from the contemporary cool media perspective. This contribution is not only intended to be a philosophical critique of the philosophy of technology of the media age, but also a repositioning of contemporary art and its function from the media perspective. The technological division and abstraction represented in hot media becomes the basic premise for a holistic approach to computer science and artificial intelligence. Their rich information context leads to multiple interpretations of meaning instead of a one-dimensional definition; the everyday actions of cold media have become a type of life art in a broad sense, and manifest their social function as an art of the information age, i.e. to balance the cognitive narrative of hot media and to ensure that its communication does not suppress the audience’s individual creativity, so that they can maintain their subjectivity by tracing the source of information. Art facilitates active audience participation and so allows participants to overcome a one dimensional way of thinking and promotes imagination and creativity in liberal arts education. Following the rules of art, cold media obtains its greatest significance as the guardian of the free subjectivity of all humans, which is alien to modern technology. Cold media and hot media balance each other to create a new way of producing and living that not only discovers but also safeguards the world. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Dialogue:Moving ForwardThomas Cattoi (bio) and Carol S. Anderson (bio)The San Francisco Bay Area is an interesting location in which to ponder Buddhist-Christian relations. The website UrbanDharma.org lists more than a hundred institutions affiliated with Buddhist organizations—a density higher than in the Beijing metropolitan area. Some of these centers have a clearly ethnic and denominational character, serving a predominantly immigrant population. Some, like many of the Tibetan organizations, function (...) as cultural centers but also attract a considerable Western clientele. Others, like the San Francisco Zen Center or Spirit Rock in Marin County, belong to the first wave of historical Buddhist centers established in the United States in the 1960s and 1970s. A few more are trying to establish new forms of enculturated Buddhist practice that are more suited to Western sensitivities and are only loosely affiliated with the cultures of traditional Buddhist societies. At the Graduate Theological Union in Berkeley, alongside schools training Jesuit priests, Dominican friars, and Protestant ministers of various denominations, the Institute of Buddhist Studies prepares students from different walks of life to work as Buddhist chaplains in hospitals and educational institutions. Buddhism, in its various forms and manifestations, is no longer an exotic import from a little known “elsewhere,” but is part and parcel of the local spiritual landscape.For students and scholars practicing in such a diverse environment, it is perhaps difficult to imagine that for the greatest part of its history, most of Christendom was largely unaware of the very existence of the Buddhist tradition. While Clement of Alexandria and Jerome do mention Buddhism, and references to its practice can be found in the writings of medieval travelers such as Marco Polo, most European Christians lived in a world where the role of the religious “other” was played by Judaism and Islam. It was only in the early modern era, with the beginning of the European colonization of Asia, that non-Abrahamic religious traditions gradually entered the intellectual horizon of Western intellectuals and scholars. Around the year 1740, a French Jesuit named Jean-François Pons (1688–1752), otherwise remembered as a pioneer of Sanskrit studies in the West, came to the startling realization that many of the religious practices that missionaries and travelers had come across in regions as far apart as China, Japan, Nepal, and Mongolia were actually all parts of the same religious tradition. In his correspondence with his fellow Jesuits in France, he coined the [End Page vii] term Bauddhamatham—teaching of the Buddha—to refer to what would eventually be known as Buddhism. In the early years of the nineteenth century, many Sanskrit and Tibetan texts started to be catalogued and translated into the major European languages, bringing about the first encounter between Europe’s intellectual elites and this utterly foreign religious tradition.The nineteenth century also saw the beginning of a more existential engagement with the Buddhism tradition, albeit one that was limited to intellectual elites who were highly critical of institutional Christianity. In his work The World as Will and Representation, Schopenhauer found in Buddhism many echoes of his own philosophical insights. Many of the members of the Pāli Text Society, established in London in 1871, had rejected Christianity and thought they would find in Buddhism a moral framework in a society where the normativity of the Christian tradition had already started to be questioned. At the same time, we also see the beginning of the first comparative studies, where Buddhism and Christianity are compared from a speculative and doctrinal perspective. In 1880, Ernest de Bunsen claimed that if one made an exception for the crucifixion, many of the fundamental moral teachings of Buddhism and Christianity were virtually identical. This was just the beginning of a slew of similar studies.While the Christian churches were initially uninterested or outright skeptical about engaging in dialogue with non-Christian religious traditions, this attitude started to shift in the decades following the Second World War. The Second Vatican Council, for instance, marked an important shift in the Catholic Church’s attitude toward other religions. Before the 1960s, Catholic theology departments did not offer courses on other religious traditions or on interreligious dialogue... (shrink)

This book explores three interrelated roots of scholarly work that have a supportive and elaborative affinity to authentic and engaging classroom inquiry: ecological consciousness, Buddhist epistemologies, philosophies and practices, and interpretive inquiry or «hermeneutics». Although these three roots originate outside of and extend far beyond most educational literature, understanding them can be of immense practical importance to the conduct of rich, rigorous, practicable, sustainable, and adventurous classroom work for students and teachers alike. The authors collectively bring to these reflections decades (...) of classroom experience in grades K-12 and the experience of supervising hundreds of student teachers in such settings as well as working regularly with schools and classroom teachers in their day-to-day work. The authors demonstrate, through several classroom examples, how ecology, Buddhism, and hermeneutics provide ways to re-invigorate the often-moribund discourse of education and bring a sense of beauty and rigorous joy to classroom life for teachers and students alike. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 189-193 [Access article in PDF] Buddhist Learning and Textual Practice in Eighteenth-Century Lankan Monastic Culture. By Anne M. Blackburn. Princeton, N.J.: Princeton University Press, 2001. x + 241 pp. Buddhist Learning is an important study of the emergence of the Siyam Nikaya (monastic order) in eighteenth-century Kandy, Sri Lanka's last Buddhist kingdom (which fell to the British only in 1815). Blackburn focuses on educational institutions (...) in her account, but frames it also to address larger issues in the study of Buddhist and non-Buddhist texts and history.An introductory chapter sets forth Blackburn's three central arguments (4): colonial and postcolonial scholarly constructions of Sri Lankan Buddhist "tradition" obscure the eighteenth-century phenomena that she reconstructs; the idea of "textual communities," developed in dialogue with contemporary scholarship on medieval European Christianity, provides a useful tool for analyzing those phenomena; [End Page 189] thus analyzed, the early Siyam Nikaya turns out to represent an innovative "reformulation" of Sri Lankan Buddhism, made possible by the establishment of the order itself, its systematization of monastic education, and the development of a bilingual commentarial genre for use within that system.Chapter 2 provides nonspecialists "at least a glimpse of the larger social context in which the emerging Siyam Nikaya participated" (23), with brief sketches of Sri Lankan Buddhist history, the structure and politics of the Kandyan court, the organization of monasticism prior to the rise of the Siyam Nikaya, and the presence of non-Buddhist religious leaders in Kandyan society. Chapter 3 begins with a discussion of Sri Lankan monastic education prior to 1730, then analyzes three stages in the emergence of distinctive Siyam Nikaya educational institutions (the early career of founder Valivita Saranamkara [1698-1778]; the late 1730s creation of a prototypical educational institution at Niyamakanda; and the 1753 importation of higher ordination [ upasampada ] from Thailand/formal establishment of the Siyam Nikaya, respectively), the history of royal patronage of these institutions, their new curriculum, its implementation and administration, its impact on monastic identity and lay-monastic relations, and the relationship of monastic erudition to prestige and patronage.Chapter 4 surveys Siyam Nikaya histories to argue that the order's rise was attended by "an innovative discourse on monasticism" that bolstered its authority by depicting its education-based interpretation of monastic virtue as "natural and desirable Buddhist practice" (105). Though these histories employed the rhetorical trope of decline and revival, their emphasis on Buddhist learning "signals a moment of profound change in Lankan Buddhism" (76-77), because they provided a charter for the new Nikaya while creating a perception that Siyam Nikaya monks practiced the best form of Buddhist monasticism. When imbibed by members of the royal court, this assured these monks steady patronage and prestige over their rivals, called ganinnanses, whom they directly and indirectly attacked. Chapter 5 zeroes in on Saranamkara and his Sararthadipani, a bilingual (Sinhala and Pali) commentary on the "four recitation sections" (catubhanavara) of protective (paritta) texts in Pali. This monumental work and the genre of bilingual commentaries (called sutra sannayas ) that it inspired, Blackburn maintains, were central to Saranamkara's claim to authority and created a distinctive monastic identity for Siyam Nikaya monks. Through close analysis of selected passages from Sararthadipani, Blackburn reveals the inner workings of bilingual commentary, particularly insofar as it allowed Saranamkara and his disciples to demonstrate their proper command of the classic Pali texts.In chapter 6 Blackburn argues that the sutra sannayas produced "a new Buddhist textual community" united in its reading and/or hearing of them. Exploring the ways in which Sararthadipani and the other sutra sannayas "constrained" readers to accept Saranamkara's vision of proper monasticism (such as direct instructions to readers and rhetorical structures), but recognizing that they also left open (in their use of simile, metaphor, and illustrative stories) the possibility of "less constrained" and "resistant" readings, Blackburn suggests that the genre extended the Siyam Nikaya's program beyond the small circle of Saranamkara's disciples to transform Sri Lankan monasticism [End Page 190] more generally. Moreover, she argues that given... (shrink)

Your concise guide to Buddhism, mindfulness, and meditation! The Everything Essential Buddhism Book is your beginner's guide to the Buddhist principles of nonviolence, mindfulness, and self-awareness. Learn about the deceptively simple truths of this enigmatic religion, including: The life of Buddha and his continuing influence throughout the world; Buddha's teachings and the Four Noble Truths of Buddhism; The Noble Eightfold Path and how it should guide you; What the Sutras say about education, marriage, sex, and death; (...) The proven physiological effects of meditation; The growing impact of Buddhism on modern American culture. Also included is instruction for the many forms of Buddhist meditation, including Zen and Tibetan practices. Most important, you will learn how you can apply the tenets of Buddhism to your daily life--and achieve clarity and inner peace in the process. (shrink)

In this paper I examine Rousseau's strategy for teaching compassion in Book Four of Emile. In particular, I look at the three maxims on compassion that help to organise Rousseau's discussion, and the precise strategy that Emile's tutor uses to instil compassion while avoiding other passions, such as anger, fear and pride. The very idea of an education in compassion is an important one: Rousseau's discussion remains relevant, and he has correctly understood the significance of compassion for modern life. (...) But in linking compassion to self-interest, he creates a tension between Emile's natural sentiments, including compassion, as a way of bringing him into the social order. The Buddhist and Christian views of compassion help to clarify some of the difficulties with Rousseau's account. (shrink)

Informative and mind-opening, this text uniquely provides a comprehensive overview of a range of non-western approaches to educational thought and practice. Its premise is that understanding the ways that other people educate their children--as well as what counts for them as "education"--may help readers to think more clearly about some of their own assumptions and values, and to become more open to alternative viewpoints about important educational matters. The approach is deliberately and profoundly pedagogical, based in the author's own (...) teaching practice. Designed to be used in pre-service and in-service teacher education courses where substantial critical discussion and debate are encouraged, the text is enhanced by Questions for Discussion and Reflection in each chapter. Updates and Features of the Fourth Edition * NEW! Chapter 2 exploring key features of the 'western educational tradition', and information about the contemporary educational systems in different countries * NEW! Chapter 10 on traditional educational thought and practice in Oceania, with special focus on the Maori in New Zealand, the Hawai'ians, and the Australian Aboriginal peoples * Updated chapter on Africa includes fuller explanation of the diversity within the indigenous African experience, as well as several contemporary cases of state education in Africa * Updated Chapter 4 is designed to help non-Muslims to understand the Muslim educational heritage and the growing issue of Islamophobia * Exploration of Chinese education now includes a special emphasis on the thought of Confucius, the role of the imperial examination system, and the impact of political and economic changes in the 20th century * Updated analysis of contemporary educational practices in Hindu and Buddhist educational thought and practice and brief discussions of Jainism and Sikhism. (shrink)

This article argues that Buddhist philosophy offers a plausible theory of the education of the emotions. Emotions are analyzed as cognitive feeling events in which the subject is passive. The education of the emotions is possible if and only if it is possible to evaluate one’s emotional life (the normative condition) and it is possible to satisfy the normative condition through learning (the pedagogical condition). Drawing on the Four Noble Truths of Buddhism, as well as the concepts (...) of conditioned arising, emptiness and anattā, the article presents a view of the education of the emotions that rejects craving for permanence. (shrink)

In _Differentiating the Pearl from the Fish-Eye_, Eyal Aviv offers an account of Ouyang Jingwu, a revolutionary Buddhist thinker and educator. The book surveys the life and career of Ouyang and his influence on modern Chinese intellectual history.

In this paper I examine Rousseau’s strategy for teaching compassion in Book Four of Emile. In particular, I look at the three maxims on compassion that help to organise Rousseau’s discussion, and the precise strategy that Emile’s tutor uses to instil compassion while avoiding other passions, such as anger, fear and pride. The very idea of an education in compassion is an important one: Rousseau’s discussion remains relevant, and he has correctly understood the significance of compassion for modern life. (...) But in linking compassion to self-interest, he creates a tension between Emile’s natural sentiments, including compassion, as a way of bringing him into the social order. The Buddhist and Christian views of compassion help to clarify some of the difficulties with Rousseau’s account. (shrink)

Western science has generally addressed human nature in its most negative aspects-the human potential for violence, the genetic and biochemical bases for selfishness, depression, and anxiety. In contrast, Tibetan Buddhism has long celebrated the human potential for compassion, and is dedicated to studying the scope, expression, and training of compassionate feeling and action. Science and Compassion examines how the views of Western behavioral science hold up to scrutiny by Tibetan Buddhists. Resulting from a meeting between the Dalai Lama, leading (...) Western scholars, and a group of Tibetan monks, the volume includes essays exploring points of difference and overlap between the two perspectives. Opening with the story of the extraordinary meeting in Dharamsala India, the book then takes the reader through the best of what Western behavioral scientific tradition has to say about altruism, ethics, empathy, and compassion-looking at how different elements of this science are challenged by cross-cultural examination. In a series of essays, the participating scientists and scholars ask not only how Tibetan and Western understandings of emotion differ, but how Western behavioral science might broaden and enrich its understanding of human nature to do justice to the study of human emotions. An essay by the Dalai Lama reveals his views on human nature, offering a useful exposition of the Buddhist point of view. Also included are direct excerpts from the dialogues themselves, which are filled with intellectual intensity, moments of convergence, and frequent humor. This extraordinary cross-cultural dialogue about our most essential natures will appeal to scientists, scholars, and the educated lay reader. (shrink)

This book provides much new thinking on the phenomenon of whole person education, a phenomenon which features strongly in East Asian universities, and which aims to develop students intellectually, spiritually, and ethically, to master critical thinking skills, to explore ethical challenges in the surrounding community and to acquire a broad based foundation of knowledge in humanities, society and nature. The book considers different approaches to whole person education, including Confucian, Buddhist, and Chinese perspectives, Western philosophy and religion and (...) interdisciplinary approaches. Overall, the book provides a comprehensive overview of whole person education, why it matters and how to implement it. Moreover, although the examples in the book are from East Asia, the discussion and the values involved are universal, important for the whole world. (shrink)

Jnanasrimitra (975-1025) was regarded by both Buddhists and non-Buddhists as the most important Indian philosopher of his generation. His theory of exclusion combined a philosophy of language with a theory of conceptual content to explore the nature of words and thought. Jnanasrimitra's theory informed much of the work accomplished at Vikramasila, a monastic and educational complex instrumental to the growth of Buddhism. His ideas were also passionately debated among successive Hindu and Jain philosophers. This volume marks the first English (...) translation of Jnanasrimitra's Monograph on Exclusion, a careful, critical investigation into language, perception, and conceptual awareness. Featuring the rival arguments of Buddhist and Hindu intellectuals, among other thinkers, the Monograph reflects more than half a millennium of competing claims while providing an invaluable introduction to a crucial philosopher. Lawrence J. McCrea and Parimal G. Patil familiarize the reader with the author, themes, and topics of the text and situate Jnanasrimitra's findings within his larger intellectual milieu. Their clear, accessible, and accurate translation proves the influence of Jnanasrimitra on the foundations of Buddhist and Indian philosophy. (shrink)

This work introduces the reader to the central issues and theories in Western environmental ethics, and against this background develops a Buddhist environmental philosophy and ethics. Drawing material from original sources, there is a lucid exposition of Buddhist environmentalism, its ethics, economics and Buddhist perspectives for environmental education. The work is focused on a diagnosis of the contemporary environmental crisis and a Buddhist contribution for positive solutions. Replete with stories and illustrations from original Buddhist sources, it is both informative (...) and engaging. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Martin Luther and Buddhism: The Aesthetics of SufferingPaul O. IngramMartin Luther and Buddhism: The Aesthetics of Suffering. By Paul S. Chung. Eugene, OR: Wipf and Stock Publishers, 2002. 434 pp.As a member of the Lutheran community (Evangelical Lutheran Church in America), I am struck by the fact that Lutheran theologians—referred to as "teaching theologians" when employed by Lutheran seminaries—seem little interested in religious pluralism in general (...) and interreligious dialogue in particular. There are important exceptions, of course, one being Donald Luck of Trinity Lutheran Seminary in Ohio. And the most intense and coherent dialogue between Christians and Muslims now taking place in the United States is located at Luther Seminary in St. Paul, Minnesota. But by and large, Lutheran theology seems unengaged with the realities of religious pluralism. Rather than dialogue, "missionology" is the focus of most Lutheran theological encounter with the world religions, which means that most Lutheran conversation with religious pluralism is best characterized as monologue.It's different for most Lutherans sitting in the pews of local congregations. Most lay persons understand that they must live their faith contextualized by their religiously plural neighborhoods. Lutheran laity are interested the religious practices and worldviews of their neighbors because they are in contact with their neighbors everyday. They desire to meet and know the religious "other" not as "other," but as fellow human beings seeking to live in community. My distinct impression, gained [End Page 235] from teaching adult education courses in local congregations (mostly Lutheran and other mainline denominations), is that Christian lay people are usually miles ahead of their pastors, denominational leaders, and teaching theologians in their encounter with the realities of religious pluralism and their desire for dialogue. For these reasons, Paul S. Chung's book, Martin Luther and Buddhism, is important, and I hope it will be the beginning of specifically Lutheran dialogue with the Buddhist tradition. Again, as a Lutheran, I can only say, "It's about time."Chung's goal is twofold: (1) engaging in critical dialogue with the theology of Martin Luther, and (2) Asian pluralistic theology of religions. Specifically, the author, himself a Korean Lutheran pastor and theologian, places Luther's theology of the Cross in dialogue with Buddhist understanding of suffering (duh.kha). His thesis is that what Christianity and Buddhism have in common is their understanding of suffering, albeit each tradition having different approaches and "solutions" to universal suffering. Accordingly, rereading Luther's theology of the Cross in dialogue with Buddhism's take on suffering, its causes, and its resolution is the center of Chung's hermeneutical approach to Luther.Surely, Chung is on the right track. Buddhism's focus on the experience of universal suffering and its resolution is one of its defining features. Chung's reason for placing Luther's theology of the Cross in dialogue with Buddhism lies mainly in the fact that Luther focused on the suffering of God on the cross incarnated in the suffering of the historical Jesus, which he placed in direct contrast to the "theology of glory" of medieval scholastic theology. Chung's claim is that Luther's understanding of divine suffering is a "liberation theology" that needs be contextualized by contemporary struggle for social, economic, ecological, and women's liberation from systemic structures of injustice. Because justice issues are not religion-specific, Luther's theology of the Cross in socially engaged dialogue with Buddhism should be a source of liberation for both Christians and Buddhists.Chung's work stands in a long line of Asian Christians seeking to translate Christian teachings and practices into the religious traditions foundational to Asian cultures, in Chung's case Korean Buddhism and, to some degree, Confucianism. One immediately thinks of Aloysius Pieris's dialogue with Buddhism in Sri Lanka, Seiichi Yagi and Masaaki Honda's appropriation of Mahayana doctrines in their attempts to relate Christian faith to Japanese cultural experience, or Raimundo Panikkar's interpretation of Christian faith through the lenses of Hinduism and Buddhism. All ofthese theologians note that Anglo-European intellectual and cultural traditions are not easily translatable into Asian cultural experience. Because Western forms of Christian tradition are foreign to Asian cultural values... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 20 (2000) 151-165 [Access article in PDF] Santayana and Buddhism: The Choice between the Cross and the Bo Tree Paul Grimley KuntzEmory UniversitySantayana honors Gotama Buddha as a profound religious genius as well as an original philosopher. Gotama's way is genuine spiritual wisdom, and constantly compared with Christian mysticism as a way of enlightenment. It is therefore understandable that a Spaniard, who learned his catechism in (...) Ávila, and who was educated in the New England of Emerson and other Transcendentalists who honored Oriental wisdom, should have so much to say about the Buddha and Buddhism.The effort of this paper is to gather many of the isolated passages to give a coherent picture of Santayana and Buddhism. One difficulty to be overcome is that the philosopher rarely quotes his sources (the exception is a single quotation from Dasgupta). Although Santayana has numerous opinions, he does not reveal on which translations he has relied. Nor does he contrast different traditions of Buddhists. To overcome the vagueness of scholarship, I have used the volumes found in Widener Library: the sorts of books known to Santayana's dissertation director, Josiah Royce, and those of a sympathetic sort that had led Santayana as early as the writing of his dissertation on Rudolf Hermann Lotze to reject the latter's defiantly Christian and Western contempt for oriental "superstition." The sympathy can be expressed as similar to that of Schopenhauer in reading the Upanishads or Wilhelm von Humboldt in studying the Bhagavadgita. Santayana's study makes him aware of his Catholicism but he is unlike the Jesuit Dahlmann who attacks Buddhism as Nihilism. Santayana is more like his contemporaries who worked in psychology and philosophy of religion. Although Friedrich Heiler's work 1 and writings of James Bissett Pratt 2 were a bit too late to have influenced Santayana, comparison serves to illuminate and strengthen Santayana's conclusions. Perhaps Heiler is even more appropriate because Buddhistic insights remind him of those of St. Theresa. Santayana would support Pratt's view that Nirvana is not the annihilation of all desire but the extinguishing of evil passions. What Santayana finds congenial in Christian Neo-Platonism and in Spinoza, as well as in Buddhism, is the achievement of freedom of the spirit. 3 It has become a commonplace of world history that the two greatest founders of religion whose ways of salvation triumphed in Europe and in Asia respectively are the Christ and the Buddha. Philosophers of religion like Heiler accept both as saviors with a universal message, one, Jesus "the master of prayer" ("der Meister des Gebets"), the [End Page 151] other, Gotama "the master of contemplation" ("der Meister der Versenking"). Santayana is not concerned with the fact of the success of their missions, for there are indeed other triumphs such as Mohammed's Islam, and if it be classified as a religion, Marx's Communism. Santayana is hardly offering his services as a philosophic mediator, as Whitehead tries to do in Religion in the Making, to bring the two communities of faith to a closer approximation of a truly universal religion. 4Santayana reveals great personal depth as he ponders the contrast between the Gospel and the Fourfold Noble Truth. What is the appeal of Christ on the Cross dying "to save us?" What is the appeal of "the serene Buddha, lifting the finger of meditation and profound counsel?" 5 These questions are asked in a meditation in Soliloquies in England in the sympathetic way of those American philosophers who like Pratt have the option of remaining Christian or converting to Buddhism. William James might well have patted Santayana on the back for struggling with the alternatives, for wrestling with a live option. Probably because of Buddha's message of truth, Santayana has shifted from religion as poetry, which James considered "rotten," to how "a general truth about existence and experience" is symbolized poetically, which James would consider healthy.In answering the question "What does the cross signify?" Santayana strips away the "various analogies, legal, sentimental, or chivalrous," and he... (shrink)

This text articulates how and why suffering can be pedagogical in character and how it is often key to authentic and meaningful acts of teaching and learning. This collection threads through education, nursing, psychiatry, ecology, and medicine, and blends together affinities between hermeneutic conceptions of the cultivation of character and Buddhist meditations on suffering and its locale in our lives.

This essay is a philosophical construction of an epistemological theory of self-knowledge when one is an autonomous moral agent with right self-guidance. It is called, in Buddhist thought, Attasammāpaṇidhi, which means the characteristics of right self-conduct or right self-guidance. An exploration of the concept is important in Thai higher education because of the related Buddhist precept of Yonisomanasikāra, which are methods of thinking with critical reflections. This chapter considers some explanations of what knowledge might be when one knows that (...) one is capable of proper self-guidance, with specific attention to the university learning environment. The question of Attasammāpaṇidhi is examined in terms of epistemological arguments between moral particularism and moral generalism. The arguments from both of the encampments are mistaken about the status of being a knower. I argue that the knowledge of Attasammāpaṇidhi should be explained as moral self-knowledge from performative understanding in the core idea of knowing. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Sound of Two Hands Clapping: The Education of a Tibetan Buddhist MonkChristian P. B. HaskettThe Sound of Two Hands Clapping: The Education of a Tibetan Buddhist Monk. By Georges B. J. Dreyfus. Berkeley: University of California Press, 2003. 445 + xv pp.Georges Dreyfus is a uniquely valuable contributor to the academic study of Tibetan Buddhism. He is the first Westerner to have received the (...) Geshe degree, signifying a thorough mastery of the curriculum of the Geluk (dge lugs) school, and in his latest work, The Sound of Two Hands Clapping, he not only displays the critical acumen produced by that education, but also candidly reveals the personal details of life as a monk in a Buddhist monastic university. This alone should commend this project to the attention of readers seriously interested in Buddhism; however, Dreyfus also gives us a work of scholarship of religion that is exemplary in its capacity to use a single topic as a starting point to explain vast swathes of religion and culture. A brief overview of the chapters precedes my assessment of the book's successes and its importance for Buddhist-Christian studies.The first chapter gives a brief historical overview of Tibetan Buddhism. Those with a passing acquaintance with Tibetan history will find little new information here, but Dreyfus does manage to succinctly and accurately present 1300 years of religious history in a mere fifteen pages. Chapter 2, "Tibetan Monasticism," takes up the context in which most Buddhist scholastic activity occurs, "describing...some of its characteristics and discussing its strengths without hiding its drawbacks" (p.33). Dreyfus moves from a depiction of the Indian precedents and textual foundations of monasticism in general to a discussion of the mass monastic movement in Tibet. His assessment is unsparing but nonjudgmental as he describes monks as tax collectors, ritual actors, priests, and even "punk-monks." In the third chapter "Becoming a Monk," the personal and autobiographical nature of Two Hands Clapping begins to emerge as Dreyfus relates his own personal experience of entering [End Page 192] monastic life interwoven with accounts of both the normative Tibetan standards and the present-day situation of Tibetan monastics. These vivid reports detail the sleep deprivation, poor diet, and rigorous lives of exiled monks, and the genuine affection that those who endure these circumstances feel for one another. This chapter also examines the differing roles of teachers as housemasters, scholastic preceptors, and gurus, and begins introducing several teachers with whom Dreyfus studied. These three chapters comprise the first section, "The Context."Despite the title and cover picture of a debating monk, this book is a study of the full range of scholastic monastic practices. Dreyfus begins his far-ranging comparisons to other religious educational traditions such as yeshivas and medieval European monasticism in the second section, "Tibetan Scholastic Practices." Chapter 4 looks at reading and memorization, considering literacy and education in Tibet first. His discussion of memorization comprises details of memorization practices and a good but not overwhelming discussion of modern psychological theory on memorization and mind. Chapter 5 presents the curriculum followed by Tibetan monks and identifies a key element of scholasticism: commentary. The section on comparative perspective is particularly good, comparing Shi'ite, Christian, and Tibetan models and citing theorists including Foucault and Halbertal to elucidate how commentary is used to create sectarian positions out of shared canonical texts. While the sixth chapter begins by comparing curricula and practices followed by both Ge-luk and non-Ge-luk monasteries, it concludes with a detailed section on the role of scholasticism in the production of authority and orthodox, accounting for the emergence of sectarian divisions within Tibetan Buddhism within a sociopolitical context. This return to the history provided in chapter 1 explains the history of sectarian divisions in Tibet and demonstrates both the centrality and scope of the impact of scholasticism in Tibetan religion. In chapter 7, "Scholasticism and Orality," Dreyfus gives the sort of detailed and nuanced testimony that only a long and careful observer of and participant in Buddhism could. He carefully dissects the role of orality in memorization and recitation on the one hand, and of oral commentary in pedagogy on the... (shrink)