In lieu of an abstract, here is a brief excerpt of the content:“Listening Dangerously”: Dialogue Training as Contemplative PedagogyJudith Simmer-BrownContemplative pedagogies in higher-education classrooms employ methods adapted from meditative practices in great religious traditions in order to enhance student learning and to fulfill the historic purpose of a liberal arts education: to discover the nature of human life. Our Western education systems were originally derived from religious settings in which questions about what it means to be human were paramount. Over (...) the centuries, through the influences of the European Enlightenment, modern science, and postmodernism, questions about personal identity and the meaning of life increasingly have been removed from our classrooms and deemed inappropriate for the university. Now, in a rebalancing of priorities in higher education, the pendulum is swinging the other direction, largely driven by the insistence of our students, who indicate the centrality of religion and spirituality in their expectations of college curricular and cocurricular offerings. The Higher Education Research Institute (HERI) at the University of California Los Angeles conducted a seven-year study that surveyed more than one hundred thousand college students, matriculating freshmen attending 236 diverse colleges and universities across the country, and reported this:The study reveals that today’s college students have very high levels of spiritual interest and involvement. Many are actively engaged in a spiritual quest and in exploring the meaning and purpose of life. They are also very engaged and involved in religion, reporting considerable commitment to their religious beliefs and practices. As they begin college, freshmen have high expectations for the role their institutions will play in their emotional and spiritual development. They place great value on their college enhancing their self-understanding, helping them develop personal values, and encouraging their expression of spirituality.1The HERI report goes on to say that three-fourths of college freshmen say they are searching for meaning or purpose in their lives; nearly half of the students surveyed say that they consider it “essential” or “very important” to seek opportunities to help [End Page 33] them grow spiritually. Two-thirds reported that they derive strength, support and guidance from their spiritual or religious beliefs.2 Now our students are asking us to return higher education to the meaningful journey that it was intended to be.However, it is not sufficient to assume that we have fulfilled our responsibility merely by making minor adjustments to the contents of our courses. Certainly, students are asking for information, but they are particularly asking for mentorship and methods of study that require introspection, silence, and aids to inner transformation. Methods like these were customary at the foundations of liberal education, where religious reading, memorization, contemplation, and debate were central to learning.3 In higher education classrooms throughout the country, similar methods are finding their way back into learning strategies, enriching the lives of our students.Of course, this does not mean that our students are asking for religious instruction, conversion, or proselytizing. We have been through all of that over the last forty years, and finally religious studies as an academic field has secured methodologies that bring critical perspectives to the study of religion. However, we have often stripped the classroom of exploration of the Big Questions and of equipping students for the journey of self-knowledge that is so essential in contemplating these questions. Given our history as a discipline, it is important to distinguish between religious or spiritual practice and educational pedagogy in the methods we are bringing into our classrooms. We must skillfully develop precise and appropriate approaches that remove any prerequisite of religious belief from our pedagogies, and design them to serve the larger educational journeys of our students. And it is important to address the ethical issues inherent in bringing contemplative practices into our classrooms. I have addressed these issues elsewhere,4 and in this paper I will take a different tack.Buddhist-Christian Contemplative Pedagogies?I propose this question: What kind of contemplative pedagogy would be most appropriate to introduce students to the priorities of the work of the Society for Buddhist-Christian Studies? Especially, how could our emphasis on “study, reflection, interchange, and practice arising out of Buddhist-Christian encounters”5 be reflected, not just in the contents, but... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 22 (2002) 31-46 [Access article in PDF] Remedying Globalization and Consumerism: Joining the Inner and Outer Journeys in "Perfect Balance" Judith Simmer-Brown Naropa University One hundred forty years ago, Abraham Lincoln wrote in a prophetic voice: I see in the near future a crisis approaching that unnerves me and causes me to tremble for the safety of my country.... Corporations have been enthroned and an era of (...) corruption in high places will follow, and the money power of the country will endeavor to prolong its reign by working upon the prejudices of the people until all wealth is aggregated in a few hands and the Republic is destroyed. 1As the global economy has grown and the economic gap between the poor nations and the rich nations has become enormous, we are realizing Lincoln's nightmare.Globalization has effects more devastating than Lincoln could have imagined. What do we mean by globalization? The president of Nabisco once defined it as "a world of homogeneous consumption." 2 It is a world in which everyone, no matter what latitude or longitude, eats the same food, wears the same clothing, and derives pleasure from the same entertainment. It is the world of McDonald's, Holiday Inn, James Bond movies, Nike shoes, and Coca-Cola. Noam Chomsky, in a lecture at Boston College, described globalization as the "new face of capitalism." 3 It is a network of power centered in corporate interests and financial institutions that controls the flow of capital in order to promote the financial interests of those in power to the detriment of all others. The strategies of globalization have to do with centralizing all power in financial interest, reducing all value to money, and subsuming governments to the interests of the corporations. According to Chomsky, the strategies employed by the transnational network are designed to consolidate this control:Buy the executive branch of the states involved;Own the legislative branch through lobbyists, campaign contributions, and term extensions, or whatever else may work; [End Page 31]Set the conditions in which policy is determined, asserting the power of global capital;Control the doctrine and information systems, especially to invent new needs in order to bolster a culture of fashionable consumption. 4The players in this transnational network reside in the wealthy countries of the world, especially the governments of the G8, and most especially the United States. The global dominance of the International Monetary Fund and the World Trade Organization is funded by U.S. dollars funneled to them by the network. Yet this capital is not really exchange of cash; instead, it is speculation. Chomsky commented: In the last twenty-five years, there has been a huge explosion of financial institutions and financial capital, most of it speculative, with little actual capital in the economy. The flow of capital is $1.5 trillion per day, very little of it productive. Ninety-five percent of it is destructive and speculative. The return time on investments is very rapid; eighty percent has a return time of a week, and often it is less than a day. This daily flow of capital in international markets is twice the total foreign exchange of all states together. This concentrated power is interlinked, determining states' decisions. 5States are no longer autonomous agents; transnational economic interests have taken precedence over national sovereignty, regional power, and military concerns.The impact on developing countries and rural economies is devastating. The global monoculture is eradicating cultural diversity, replacing locally adapted forms of production with industrial systems divorced from natural cycles. Agriculture has become centrally managed and chemically dependent, delivering a narrower range of transportable foods to the international market. This, of course, robs the vitality of local communities and moves a greater proportion of villagers into urban life, creating megalopolises. Because everyone becomes dependent upon the same resources, "globalization creates efficiency for corporations, but it also creates artificial scarcity for consumers, thus heightening competitive pressures.... Globalization means the undermining of the livelihoods and cultural identities of the majority of the world's peoples." 6... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Rita Gross's Contribution to Contemporary Western Tibetan BuddhismJudith Simmer-BrownI first met Rita Gross on 2 January 1978, on the day of my arrival to take a professor's post at Naropa University. She opened the front door of Reggie Ray's house, where she was a houseguest. Little did I know how long and active our friendship would be, and I'm delighted to contribute to this very special panel on her (...) work. During the decades since, she has been the only person in my life who has intersected academia, dharmic realms, feminism, and interreligious dialogue, the four most important areas of my life; still, I think it is in the area of her scholarly and personal contributions to Tibetan Buddhism that I can speak most directly.When I met Rita, she was new to Tibetan Buddhism and had faced many challenges in her religious and spiritual journey. When she was excommunicated from the German Lutheran Church at age twenty-one, it was because she asked too many questions and expressed too many opinions. She has never stopped. She briefly explored Judaism, and then became enamored in her feminist studies with the goddess traditions of India, also an interest of mine. She has been able to bring her critical mind, her devotional heart, her connection to practice, and her appreciation of community directly into her life as a Tibetan Buddhist, and I have had the privilege of being by her side during most of it.After Rita began her meditation practice in the mid-1970s, she became a student of the great Kagyu-Nyingma master Chogyam Trungpa Rinpoche, who is also my teacher. She and I have done meditation and study retreats from a few days to three months in length, sharing ritual practice, teachings and discussions, and challenging lives together as members of a vibrant spiritual community around a charismatic teacher. Together we served as the senior members of the Task Force on Women and the Feminine Principle in the large, international Shambhala community. Eventually, she took on another teacher, the female tulku Ven. Khandro Rinpoche, whom I also dearly love, and she has become one of her senior dharma teachers, or lopons. All of this has occurred while I became a senior dharma teacher, an ācārya, of Shambhala, where we both began.In her time in these two lively Western Tibetan Buddhist communities, she has [End Page 69] Buddhist-Christian Studies 31 (2011) 69-74. © by University of Hawai'i Press. All rights reserved. served as an accomplished dharma teacher and at alternating times a scholar, activist, and critic, while committing to thousands of hours of service to the development of a genuinely Western dharma. While doing this, she has made many contributions equivalent to those of many dedicated dharma students. My comments address the unique contributions she has made as a feminist scholar, historian of religion, and theologian to this western dharmic world.Ironically, our areas of specialty have also intertwined. Early in the 1980s we began a book project with SUNY that was to be a feminist critique of Buddhism (hers) and a Buddhist critique of feminism (mine). After several years of conversation and discussion, Rita and I decided that our agendas were sufficiently different and our styles sufficiently independent to warrant separate books. As our books emerged (mine two babies later than hers), our friendship has continued its evolution.The Prophetic VoiceThe first of Rita's unique contributions to Tibetan Buddhism in the West revolve around what she has called her "prophetic voice," a notion that first appeared in her landmark book, Buddhism after Patriarchy, in 1993. Rita has consistently asserted that the prophetic voice is "the missing element" in Buddhism, leading Buddhists to a kind of double standard in which teachings concerning compassion coexist with Buddhism's traditional disregard for social and political inequities in society. She claims that "Buddhists have generally not been willing to engage in social action to see the realization of that ethic" in these social and political realms, and speculates that for the Buddhist, individual liberation has taken precedence over societal transformation. Instead, Buddhists have a long-standing history of acceptance of the... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:“Wide Open to Life”:Thomas Merton’s Dialogue of Contemplative PracticeJudith Simmer-BrownThrough my decades of Tibetan Buddhist practice and interreligious dialogue experience, I have often contemplated an encounter that took place in a bar in the Central Hotel in Calcutta, October 19, 1968. It is the encounter between Thomas Merton in the last year of his life with my Tibetan Buddhist teacher, Chogyam Trungpa, Rinpoche, early in his teaching career in (...) the West. This encounter has deeply influenced my life of dialogue, for they initiated what I came to understand as a new kind of interreligious dialogue—the dialogue of contemplative practice. It is the kind of dialogue Trungpa introduced to Naropa University in the late 1970s in Merton’s honor, and it has influenced our university ever since.Thomas Merton, Father Louis, was fifty-three years old when stepped off the plane in India for his much-anticipated Asian journey. Excited and jet-lagged, he met the twenty-eight-year-old Tibetan monk Chogyam Trungpa, who had returned to India and Bhutan for a retreat after five years of study at Oxford University and a new venture of teaching dharma to Westerners. Trungpa’s English would have been accented but comprehensible, and his curiosity about Christian monasticism was at its peak. Merton was “coming home” to a place he had never been, visiting Asia to look for true spiritual masters about whom he had read for so many decades. He was later to admit to a special attraction to the Tibetans.On Merton’s first day in India, he and Trungpa found each other over many gin and tonics at the Central Hotel in Calcutta, talking about the contemplative life and its challenges in the twentieth century. It was the first of a number of conversations over the next few months. In his journals Merton commented:the important thing is that we are people who have been waiting to meet for a long time. Chogyam Trungpa is a completely marvelous person. Young, natural, without front or artifice, deep, awake, wise. I am sure we will be seeing a lot more of each other, whether around northern India and Sikkim or in Scotland, where I am now determined to go to see his Tibetan monastery if I can … The newsletter he puts out is good. His own meditations and talks, from what I have seen, are extraordinary.1 [End Page 193]Trungpa had a similar rapport with Merton. In the 1971 edition of his autobiography, he wrote, “Father Merton himself was an open, unguarded, and deep person. During these few days, we spent much time together and grew to like one another immensely. He proposed that we should collaborate on a book bringing together sacred writings of the Catholic and Vajrayana Buddhist traditions.”2 In another reflection, Trungpa commented, “Meeting Thomas Merton was wonderful; he was like a child, and at the same time, he was full of energy and life.”3 Still later, Trungpa was to conclude, “I had the feeling that I was meeting an old friend, a genuine friend … [Father Merton] was the first genuine person I met from the West.”4Later, Trungpa was deeply saddened by Merton’s premature death, feeling he had lost a heart friend, a genuine dialogue partner. Thirteen years later, Trungpa launched a series of seven landmark dialogue conferences at the fledgling university that he had founded, Naropa Institute in Boulder, Colorado. From the beginning, Trungpa dedicated these gatherings to “Fr. Merton” and said that he sought to cultivate the kind of conversations between genuine contemplatives that he had discovered with Merton. Sister Pascaline Coff, from the Benedictine community of Osage Monastery in Oklahoma, wrote that the inaugural conference was “a major breakthrough in the Christian-Buddhist dialogues.”5 This breakthrough gave impetus to the development of the international Monastic Interreligious Dialogue (DIM in Europe) and other contemporary dialogue developments.6 What kind of dialogue is this, and how did Merton stimulate this movement?I’ve written elsewhere about Merton’s encounter with the Tibetans and their view of him.7 I’ve also described Merton as a Dzogchen yogi, especially in relationship with his contact with Tibetan... (shrink)