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。.

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each (...) discipline appears to have its own aims and methodology. (shrink)

Study on Buddhist philosophy and its impact on ancient Indian education system; includes importance of Buddhist philosophy in present education system.

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)

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)

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)

The study of the cultural activity of the Spiritual missions of the Russian Orthodox Church in various regions of Russia is one of the urgent tasks in the context of the problematic field of the theory of regionalism, cultural studies and socio-philosophical knowledge. Russian settlements on the territory of the Yenisei River basin and the entry of ethnic groups and territories of Yakutia and Buryatia into the Russian Empire has become one of the most important stages of the integration of (...) the ethnic groups of Siberia into a single statehood. The Irkutsk Spiritual Mission received a more perfect organization, institutionalized by increasing the number of missionary camps, which for successful Christian activities carried out among pagans allowed the formation of school educational institutions for the education and upbringing of a new Buryat generation of children in the doctrinal Orthodox canons, and Russian cultural traditions. In this regard, one of the key tasks of the missionaries was to establish a rational view of further life in new Christian-type formations, which was realized in socio-cultural activities: providing medical care to sick representatives of other ethnic groups, a friendly attitude to people of a different faith and a sincere desire to guide them on the path of righteousness, etc. It should be noted that the largest share of foreigners in this territory belonged to Buddhists, which was reflected in the influence of lamas on doctrinal issues, including economic ones. Since Buddhism in the Russian Empire belonged to the section of tolerant religions, direct (administrative) pressure on it was impossible. There remained funds of an exclusively spiritual nature, to which Orthodox missionary work was directed. Today in the Russian Federation, Buddhism, as well as Islam, Catholicism and Protestantism, as well as some other faiths belong to the category of traditional religions, which organizationally operate within the framework of the modern Russian Constitution. (shrink)

Chinese traditions of Confucianism, Daoism, and Buddhism have a profoundly philosophical dimension. The three traditions are frequently referred to as three paths of moral teachings. In this book, Mou provides a clear account of the textual corpus that emerges to define each of these traditions and how this canonical axis was augmented by a continuing commentarial tradition as each generation reauthorized the written core for their own time and place. In his careful exegesis, Mou lays out the differences between (...) the more religious reading of these traditions with their defining practices that punctuate the human journey through life, and the more intellectual and philosophical treatment of the texts that has and continues to produce a first-order culture of annotation that become integral to the traditions themselves. At the center of the alternative religious experience reflected throughout the teachings of Confucianism, Daoism, and Buddhism is the project of personal cultivation as it comes to be expressed as robust growth in family and communal relations. For Mou, these three highly distinctive and yet complementary ways of thinking and living constitute a kind of moral ecology, wherein each of them complements the others as they stand in service to a different dimension of the human need for an educated spirituality. (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 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)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

On ancient Indian education with reference to Brahmanical and Buddhist education system.

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training (...) of new recruits to other professions. (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)

New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces (...) several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Eighth Conference of the European Network of Buddhist-Christian StudiesSt. Ottilien, Germany, 11–15 June 2009John D’Arcy MayWith a higher proportion of Buddhist participants from Europe, Asia, and the United States than ever before, the European Network of Buddhist-Christian Studies at its 2009 conference in the Benedictine Archabbey of St. Ottilien near Munich addressed the question of authority, both spiritual and temporal, in the two traditions. There seems to have been (...) little comparative study of this topic, and there were many surprises as the speakers were confronted with aspects they had not been aware of in their own traditions and in those of others.The conference began with intercultural music that drew on Christian and Buddhist themes. After this, Brother Josef Götz spoke about the Benedictine Archabbey of St. Ottilien, stressing its longstanding and enriching participation in intermonastic dialogue. Elizabeth Harris, the incoming president of the network, then introduced the theme. She pointed to contemporary literature in English that represented the crisis in authority in the West and stressed that this was compounded by the awareness that some of those with power to enforce authority in the world did not possess legitimacy. She then raised a series of questions connected with the different forms of authority to be discussed at the conference—from the balance between external and internal authority to the struggle with institutional authority for equality between men and women. She hoped for three outcomes from the conference: that participants would be able to explore what their own tradition said about authority; that they would give wisdom to each other on the theme, Buddhist to Christian and Christian to Buddhist; and that all would reflect on how they represented themselves to the wider society, both to those searching for religious authority and those rejecting all authority.Following up this theme of a contemporary crisis of authority, Rita Gross said that Buddhists, in the spirit of the teaching on impermanence (P. anicca), need to take seriously the historicity of their different traditions in order to develop a nonsectarian history of Buddhism that acknowledges the authenticity of the foundational Buddhism [End Page 189] of the first four hundred years. The Kālāmasutta (AN.I.188 –193), one of the discourses in the Pāli canon, which was cited again and again in the course of the discussion, urges the Buddhist to assess the trustworthiness of teachers and their teaching, but criteria such as “what the wise would accept” or whether a text is accepted by the saṅgha (community) raise the problem of determining what constitutes wisdom and the authenticity of a text, as noted by Shenpen Hookham and Zhiru Shi. Rita Gross remarked on the irony that many Western Buddhists, despite their rationalistic education, abandon critical discernment and prefer myths to history. This is regrettable, as Western Buddhists have their own contributions to make to the further development of Buddhism.Kajsa Ahlstrand, referring to the World Values Survey, pointed to changing attitudes toward obedience, disobedience, and rebellion. Disobedience is now seen as praiseworthy, whereas obedience could be harmful to one’s mental health. Obedience in this “new key” emphasizes rights over duties. One can thus identify varieties of Christianity that are “hard” or “soft,” “strong” or “mild,” in various combinations, which she illustrated using different cheeses (thereby causing some puzzlement among the Asian participants!). We were left with the question whether there is an unchanging essence of eternal truth in either tradition, which is beyond historical change and sociological conditioning, and the realization that both obedience and disobedience can go terribly wrong. As Rita Gross concluded, it is our attachment that is the problem, not the things we are attached to.Spiritual authority is central to both Buddhism and Christianity, but it can take very different forms. Shenpen Hookham maintained that for Buddhists spiritual authority resides in enlightened people, whether monastic or lay, and is the result of realization rather than learning. The visible monastic saṅgha merely “represents” the ariyasaṅgha (noble community) of the truly enlightened (though this was later contested). The authority to teach derives directly from the teacher’s spiritual attainments or his or her status as the... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 151-155 [Access article in PDF] Buddhism and Christianity: A Multicultural History of their Dialogue. By Whalen Lai and Michael von Bruck. Maryknoll, N.Y.: Orbis, 2001. xiv + 265 pp. This book is an abridged translation of Buddhismus und Christentum: Geschichte, Konfrontation, Dialog, first published in 1997 by Verlag C. H. Beck in Munich. I do not know how much has been lost in (...) the abridgement, but this English version remains a treasure trove that deserves to be read and digested by everyone engaged in Buddhist-Christian dialogue.From the English title, I expected a somewhat dry work of intellectual history, summarizing dated doctrinal debates. This book provides much more than that. Most valuable is its emphasis on the historical and cultural context of Buddhist-Christian encounters, especially the poisonous legacy of Western colonialism (which still survives today as economic neocolonialism). These quite varied contexts have usually been decisive for the success or failure of the encounter, and as this nuanced but frank study shows, the failures have been at least as notable as the successes. Here, too, we must remember the past if we want to do more than keep repeating it. As well as identifying specific problems, there is a perceptive analysis of the obstacles to openness and dialogue in each case.The penultimate chapter includes a discussion of our Society for Buddhist-Christian Studies, its conferences, and this journal. As a relative newcomer to the conversations, I found this particular example of contextualizing fascinating. In just the few conferences I have been able to attend, there have been so many facets to the dialogue that it has been difficult to gain a sense of the whole, to understand how the main threads have developed and interwoven. How well do we remember what has already been discussed, and often agreed upon? It is important that we do not just keep repeating ourselves, and I know of no other book that conveys the historical dimension of the dialogue so well. The silent, contemplative aspects of the encounter are also addressed: cross-cultural meditation groups, Christian Zen teachers, and visits to each other's monastic centers.A useful foreword by Hans Kung reviews his own contributions, including his [End Page 151] paradigm analysis of six different "general constellations" found in the Christian tradition (the original Jewish-apocalyptic paradigm, the ancient ecumenical-Hellenistic paradigm, the medieval Roman Catholic paradigm, the Reformation Protestant-evangelical paradigm, the modernist progress-oriented paradigm, and now the postmodern ecumenical paradigm) and six other constellations in the Buddhist tradition (Gautama's original paradigm, the Theravada- sravakayana paradigm, the Mahayana paradigm, the tantric Vajrayana paradigm, a defensive modernist paradigm, and most recently an emerging postmodernist paradigm), with the implication that we need to be careful to clarify which of the paradigms we are comparing.Inevitably, the focus is limited: India and Sri Lanka are discussed at length, but not southeast Asia; China and Japan, but not Korea; Germany, but not the rest of Europe. The Indian chapter is mostly about Tibetans in exile. I was intrigued by the generation gap between older, conservative Tibetan monks and more freethinking younger ones. Otherwise, the Indian dialogue seems not to have been as intensive as many other places in Asia, which makes sense since there are relatively few Buddhists in India today. Given the mass conversions of Dalits, the social context has usually been the emancipation of disadvantaged social groups, and is further complicated now by the increasing influence of neo-Hindu political movements, which makes all interreligious exchange more sensitive.The Sri Lankan dialogue, perhaps more than any other, has been preoccupied with the heritage of colonialism. Sinhalese take pride in being citizens of the only country to have shaken off colonial rule with a successful Buddhist revolution, which reversed the power relationship between the two religions. Evidently most Sinhala Buddhists, including much of the sangha, accept the need to defend Buddhism and Buddhist culture militarily, if necessary. The ruling political class that succeeded the British, a largely Buddhist- and Marxist-inspired elite, opted for constructing a national identity... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Proceedings of the 1998 International Buddhist-Christian Theological EncounterBarbara Fields Bernstein and Brian MuldoonThe 1998 International Buddhist-Christian Theological Encounter, the continuation of the Cobb-Abe group, met in Indianapolis, Indiana, from May 1 to 3, 1998. Following the reading of a statement from Prof. Masao Abe in which he stated his regret at not being able to attend this important gathering and his hope that the encounter would begin to address (...) the global crises facing humankind today, John Cobb provided a brief history of the encounter for the new participants.First Paper: “Buddhism and Ecological Ethics,” by Chatsumarn KabilsinghProf. Kabilsingh began the morning discussion by focusing on the Buddhist doctrine of dependent origination, which reveals the interconnectedness of all life, as the starting place for fashioning a response to the environmental crisis. Suggesting that the inner and outer worlds are necessarily related (“As the king is, so are the sun and the moon”), she recommended adopting certain monastic practices to create a more harmonious relationship with nature. This provoked a discussion about the need for concrete action in addressing the behaviors not so much of individuals as of institutions. Institutions are uniquely human, embodying human imperfection even as they shape who we are. Noting that both traditions tended to focus on individual awakening or redemption, the question was asked how the principles of individual enlightenment or salvation could be applied to a community or institution. Further, there needs to be some practical balance between the two traditions’ extreme views of civilization, one of which places it in the heart of the forest (the East) and the other that finds it in the marbled city (the West). This balance, which must restore the tree of life to the heart of the city, will require a new model of institutions as living organisms rather than lifeless monoliths or random encounters. The balance of the morning’s discussion addressed the relationship between community and institutions and the “eschatological hope” of both Christianity and Buddhism. Chatsumarn concluded the session by highlighting the principle of interrelationship as the common ground between Christianity and Buddhism. [End Page 193]Second Paper: “Self and Nature in Christianity (and Buddhism),” by Sallie McfagueMcFague’s paper generated a spirited discussion about a series of paired concepts: Self-other, individual-community, sacramental-prophetic, absolute-relative, commonality-distinctiveness, vertical-horizontal, thinking-feeling, and scientific-aesthetic. The observation that ethics must be based on empirical data led to an exploration of the relationship of the relative (concrete reality that can be described) and the absolute (that which cannot be described, but may or may not be expressed through that which is particular) levels of truth. Interdependence, in the Buddhist model, includes an appreciation of the particularity of each thing while also recognizing the sameness of all. Speakers agreed that we must think both relatively and absolutely (although a new way of applying language to these concepts is needed). Meaningful environmental ethics must be grounded in the sacramental, in scientific particularity as perceived through the heart of the aesthete in intimate relationship with the natural world. But how could we move from these theoretical reflections into a closer encounter with that world? Stephanie Kaza would provide the needed vehicle in her comprehensive overview of the environmental crisis in the next session.Third Paper: “Overcoming the Grip of Consumerism,” by Stephanie KazaIt is fair to say that Kaza’s paper catalyzed provocative directions for thought during the three-day encounter, both because it provided the factual data from which an ethical discussion might proceed and because it focused the conversation on the role of consumerism in the environmental crisis. Prof. Kaza provided a telling comparison of consumerism and liberation practice as paths to self-realization and fulfillment, showing how the twelve links of dependent origination are integral to both paths. Breaking the grip of consumerism requires breaking any one of these links, like an addiction. This generated a spirited discussion about the relationship between enlightenment—whether “sudden” or otherwise—and consumerism and the relationship between consumerism and the more fundamental human tendency toward the acceptance of suffering over practices that promote liberation. While education was obviously critical for a... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The 1998 Meeting of the Society for Buddhist-Christian StudiesPeggy StarkeyThe annual meeting of the Society for Buddhist-Christian Studies was held at the Walt Disney World Dolphin in Orlando, Florida, on Friday, November 20, and Saturday, November 21, 1998. The theme for this year’s sessions was “Ritual and Its Connection to Ethical Activity in the World.”The Friday afternoon panel, moderated by John Berthrong (Boston University), focused on Buddhist views. John (...) Makransky (Boston College) argued from a Mahayana Buddhist perspective that ritual/contemplative activity is a more effective paradigm for contemporary Buddhist ethics than that of Buddhist doctrine, which is now regarded by many as the source of Buddhist ethics. Historically, ethics has been the outflow of ritual activity and as such is both available to many more Buddhists than doctrine and draws more fully upon the various resources of the tradition. Furthermore, rituals as communal/universal expressions of ultimate reality, when practiced within the horizon of the concerns of one’s culture, naturally take expression in forms of social engagement. Stephanie Kaza (University of Vermont) provided insight into the connection between ritual practice and ethics through her vivid explanation of specific Zen rituals. One such ceremony, adapted to address human suffering in a specific situation, took place at the Nevada Nuclear Test Site. The ceremony prepared people for the difficult decision of choosing or not choosing civil disobedience. Thus, Zen rituals not only provide the invitation for mindful awareness in daily life, but also the possibility, though not the guarantee, for transformation everywhere. Yukio Matsuda (University of Heidelberg) discussed the relation between ritual and social activities in the areas of peace, culture, and education in Nichiren Buddhism as practiced by the Soka Gakkai movement. Chanting the diamoku in front of the gohonzon, for example, enables one to directly touch one’s own enlightened life and encourages not only a responsibility for changing one’s own destiny, but also a commitment to social engagement that works toward the creation of a peaceful society. Don Mitchell (Purdue University), responding from a Roman Catholic perspective, stressed those aspects of the three papers that led him to a better understanding of his own tradition. As in Buddhism, he sees the ritual sacraments in Christianity as providing models for moral behavior, reinforcing faith, and [End Page 175] empowering ethical behavior. He also raised several issues pertaining to the reinterpretation of Buddhist rituals or even the creation of new ones by Western Buddhists.John Berthrong introduced the Saturday morning panel, which focused on Christian views. Nicholas Groves (Chicago Public Library) drew on the history of the Oxford Movement, which he traced from its inception in 1833, for his example of the influence of Christian ritual upon ethics. For this movement, ritual was both an expression of the Christian doctrines of the Incarnation and the Trinity and the basis of an imperative for social justice. For the discussion to follow, he asked, “What is the function of a prophetic and radical reading of a spiritual tradition, either Christian or Buddhist, within the larger community of the Sangha or the Church?” Speaking from a Protestant point of view, Jay Rock (codirector, Interfaith Relations, National Council of Churches of Christ, USA) discussed Christian ritual in terms of the reactualization of the past and of the transformation of the present. Baptism and the Eucharist commemorate past historical events that are made present in the liturgy in such a way that the participating Christians not only receive God’s gift of unlimited love, but also are sent out into the world to live out this love in ethical behavior. Christian ritual confronts the participants with the question, What is now required? Responding from a history of religions perspective, Jan Nattier (Indiana University) raised several questions for discussion: How does ritual—not the theological ideas behind it—empower social action? Would there be Christian social activists without the ritual of the Eucharist? What are the political factors, past and present, that have created a shared sense of the necessity of social action across the boundaries of such radically different traditions as Buddhism and Christianity? The session then ended with a lively discussion.President Paul Ingram presided over... (shrink)

English description: Red mda' ba gZhon nu blo gros (1348-1412) played a pivotal role in the history of Tibetan Buddhists' engagement with Indian Madhyamaka, especially with regard to Candrakirti's interpretation of Nagarjuna. The lasting impact of this historical figure on the shape of Buddhist philosophy in Tibet - and particularly that of Madhyamaka - has been highly underestimated to date. Red mda' ba was an important teacher of scholastic Buddhist philosophy to the three main founders of Tibetan dGe lugs (...) tradition. On the basis of this biography, Red mda' ba's contribution to the spiritual culture of Buddhism at his time can now be analyzed. It elucidates his influence in upgrading philosophical studies and dialectics, and expanding scholastic education in the monasteries, as well as his contribution to Tsong kha pa's foundation of the dGe lugs pa school, the lineage to which the Dalai Lamas belong. This work therefore aims to present the first detailed exposition of this crucial figure of Tibetan culture. The thesis presents a critical edition and English translation of the biography of Red mda' ba. German description: Red mda' ba gZhon nu blo gros (1348-1412) spielte eine entscheidende Rolle in der Geschichte der Beschaftigung tibetischer Buddhisten mit der indischen Madhyamaka Philosophie, insbesondere hinsichtlich Candrakirtis Auslegung von Nagarjuna. Der nachhaltige Einfluss dieser historischen Figur auf die Form der buddhistischen Philosophie in Tibet - vor allem die des Madhyamaka - wurde bislang wesentlich unterschatzt. Red mda' ba war ein wichtiger Lehrer fur scholastische Buddhismus-Philosophie der drei Grundergestalten der tibetischen dGe lugs-Tradition. Auf der Grundlage dieser Biografie kann nun Red mda' bas Beitrag zur geistigen Kultur des Buddhismus seiner Zeit untersucht werden. Sie zeigt beispielsweise, wie Red mda' ba den Ausbau der philosophischen Studien und der Dialektik beeinflusste, die scholastische Ausbildung in den Klostern erweiterte und massgeblich an Tsong kha pas Grundung der dGe lugs pa-Schule mitwirkte, einer Richtung, der auch die Dalai Lamas angehoren. Daher ist es Ziel dieser Arbeit, eine erste umfassende Darstellung des Lebenswerkes und Vermachtnisses dieser Schlusselfigur tibetischer Kultur und Geistesgeschichte zu geben. Sie umfasst die kritische Edition und die englische Ubersetzung der Biografie von Red mda' ba. (shrink)

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)

These are the first two of a series of three volumes on Buddhism in modern China; the first deals with the system and institutions of modern Chinese Buddhism, the second with its history. The third volume which is yet to be published will deal with Buddhism in China under the communists. The books are amazingly well written; they show excellent research, much of which was in interviewing monks who had escaped from China. The presentation is well (...) ordered, and the author's style makes even what one would think was uninteresting fascinating. His own divisions best explain what the volumes contain. The first is divided into two parts, Monastic Institutions and the Individual Buddhist. The first part contains chapters on the people of the monastery, the meditation hall, the Buddha recitation hall, observance of the rules, hereditary and branch temples, the abbot, rites for the dead, and the economy of monasteries. The second part on the Individual Buddhist contains chapters on entering the sangha, the monastic career, the lay Buddhist, and the nature of the system. His account shows, contrary to the usual view, that Chinese Buddhism up to the time of communist take-over was still a vibrantly practiced religion. The second volume takes up the problem of the so-called revival of Buddhism in China beginning around the turn of the century. The chapter headings are: the beginnings of the revival, the struggle for national leadership, T'ai-hsü, the lay Buddhist movement, building and publishing, Buddhist education, social action by the sangha, sangha and state, foreign contacts, sects and dissension, Christian stereotypes and Buddhist realities, the meaning of the revival, and a postscript. The "revival" is shown to be mainly a lay movement and a reaction to political pressures which probably would have brought about the diminishment of Buddhism in China even if the communists had not taken over. As with the first volume there is here very little explanation of Buddhist doctrine which the author considered to be beyond the scope of the book. Both volumes warrant repeating that the author researched his topic thoroughly and then wrote his story in excellent prose. Highly recommended.--P. J. H. (shrink)

The publication presents for the first time the B. Baradin’s theses to A. Dorzhiev’s lecture that was supposed to be delivered at the international Buddhist exhibition in Leningrad in 1927. A. Dorzhiev was a famous Buryat lama who received the academic title of Geshe (the highest philosophical academic degree in the Gelug tradition of Tibetan Buddhism) upon completion of his philosophical education in the monasteries of Mongolia and Tibet. After 1918, he was involved in organizational issues of the (...) Buddhist Sangha in Russia. B. Baradin was an academic scientist and public figure, a professor at St. Petersburg University, and the author of studies on the history and teachings of Tibetan Buddhism. After the revolution of 1917, he began working in Buryatia in various administrative positions, focusing on the organization of the scientific and cultural life of the Republic. Their main idea is that the modern world consists of the two equal parts - East and West, unification of which is possible and even necessary for the further development of humanity. The system-forming teaching of the East is Buddhism; and the lecture hold on those aspects of Buddhist philosophy that could be compared with the teachings of the West. Four points are highlighted: 1) Buddhism is comparable to Darwin’s theory in that both consider humans in the context of all living beings in an evolutionary manner; 2) Buddhism, like science, accepts the determinism principle; 3) the Buddhist concept of shunya is similar to the relativistic principles of physics; and 4) the system of Buddhist psychotechniques is similar to the theory of reflexology. B. Baradin concludes that Indo-Buddhist culture and European culture are complementary and their rapprochement will bring us closer to a truly universal culture. The theses mentioned here are, apparently, the first systematic exposition of the views of neo-Buddhists-renewalists on the points of convergence between Buddhist and Western cultures. (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)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Socially Engaged BuddhismBrian KarafinSocially Engaged Buddhism. By Sallie B. King. Honolulu: University of Hawai‘i Press, 2009. 192 pp.In a chapter on the philosophical and ethical foundations of the socially engaged Buddhist movement, Sallie King retells a story from the Burmese liberation struggle against military dictatorship. The story was originally told by Aung San Suu Kyi (b. 1945), the Burmese Buddhist activist who is one of the several (...) representative figures (heroes and heroines) of King’s synoptic account of the modern tradition of Engaged Buddhism. An activist against the dictatorship, Uncle U Kyi Maung, being interrogated by officers of military intelligence as to why he had joined the National League for Democracy, the organization headed by Aung San Suu Kyi, Uncle Maung replied: “For your sake” (p. 32).This story of Buddhist resistance can stand as a representative anecdote for King’s useful history of Engaged Buddhism. The context is one of political oppression and torture, abuse of human rights and repression of democracy, and the attempt to respond to this historical situation from a perspective rooted in the traditional Buddhist spirituality of Asia in a fashion that makes that spirituality relevant to the crises of modernity. The interrogated activist responds to the threat of torture with courage rooted in a Buddhist spiritual practice, and thus is able to assert a political stance grounded in a compassionate recognition of his interdependence with the so-called enemy who is temporarily holding power over him. This constellation of factors illustrates the phenomenon of Engaged Buddhism: It is a form of Buddhist spirituality, not a departure from tradition but an application of traditional ideas—of compassion, interdependence, impermanence, no-self, karma, and others—to the modern period, and specifically to a modern Buddhist Asia riven by war, political oppression, ecological crisis, and capitalist globalization in economics and culture. [End Page 215] This application of Buddhist spirituality to modern Asian (and global, though King’s focus is on Asia) history represents an alternative form of politics, and specifically of political resistance: nonviolent, nonadversarial, rooted in indigenous Asian cultures rather than imported from the West (as would be the case with the various Marxist and liberal political ideologies also at play in the colonial and postcolonial period that saw the development of engaged Buddhism). This is a political resistance, in King’s presentation, grounded in compassion rather than justice, and thereby offering to global observers a significantly different slant on modern politics than the Western ideologies and movements, secular as well as religious.“Engaged Buddhism” as a term, says King, was coined by Thích Nhất Hạnh (b. 1926) in the context of the war in Vietnam. This was to be a form of Buddhism that drew on the traditional sources (wisdom that knows interdependence/emptiness and compassion that acts on that wisdom) but found skillful means to intervene concretely in the multiple crises related to the war: in the form of social service work including education, but also political activism to address the underlying causes of the war. King demonstrates with this example of Thích Nhất Hạnh and Vietnam the combination of traditional Buddhist ideas with modern contexts of practical application that characterize the movement as a whole. The template of the “four noble truths” is foundational to Thích Nhất Hạnh’s thought—suffering, its causes, the cessation of suffering and the path to that cessation. But in a world of war and political oppression the causes of suffering cannot be only located intra-psychically—yes, the afflictive mental states of greed, hatred, and delusion are the ultimate sources, but the deluded collective hatred that issues in war must be seen as a relatively autonomous factor calling for its own analysis and response. If the orphans of a bombed-out village can be said to suffer from afflictive mental states it is really the minds of those carrying out the bombing who must be transformed, and this obviously requires intervention into the political realm, given that the war makers are not themselves usually willing to sit down and explore the causes of their unskillful behavior. Hence, engaged Buddhism is Buddhism in... (shrink)

This short book provides an introduction to the study of education, outlining the dual purpose of education - to help people live well and to help develop a world worth living inches It argues that education initiates people into forms of understanding, modes of activity, and ways of relating to each other and the world that not only help individuals to live good lives, but also help secure a culture based on reason, productive and sustainable economies and (...) environments, and just and democratic societies. Subsequent chapters address the history of education in the West; explore how education reproduces the practices and forms of life in societies and groups, and also how it transforms them; and introduce the theory of practice architectures to explain what practices are composed of, and how they are enabled and constrained by local and more general conditions and circumstances. The book closes by showing how the theory of practice architectures unfolds to offer a theory of education - a theory that underpins the definition of education offered at the start of the book. Understanding Education is essential reading for anyone interested in the theory and practice of education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE INCARNATION: MUSLIM OBJECTIONS AND THE CHRISTIAN RESPONSE ROBERT L. FASTIGGI St. Edward's University Austin, Texas Introduction: Christian-Muslim Dialogue and the Incarnation THE TWO largest religions in the world, Christianity and Islam cannot help but encounter each other. In the last two decades, several important steps have been made by Catholics, Protestants and Orthodox Christians to engage in meaningful dialogue with members of the Islamic faith.1 While sincerity, mutual (...) respect and good will are all in evidence in these efforts to dialogue, it also is clear that an authentic theological discussion between Christians and Muslims cannot help but arouse a certain degree of tension over the Christian doctrine of the Incarnation. In my own experience in dialogue with Muslims,2 there seems to emerge a point in which discussion of Jesus the prophet vs. Jesus the Incarnate Word of God will inevitably take place. Such discussions can prove to be stimulating and educational. However, they tend to go best when there is an honest and open acknowledgement of the differences that exist between 1 A good summary of Catholic and Protestant efforts can be found in John Renard, " Christian-Muslim Dialogue: A Review of Six Post-Vatican II, Church-Related Documents," Journal of Ecunmenical Studies 23 :1, Winter, 1986: 69-89. On the Orthodox Christian dialogue with Muslims, see Orthodox Christians and Muslims, ed. N. M. Vaporis (Brookline, Mass.: Holy Cross Orthodox Press, 1986). 2 I have visited Saudi Arabia and Bahrain as a Joseph J. Malone Fellow with the National Council of U.S.-Arab Relations, and I was a member of the Christian-Muslim Dialogue Commission of the Austin Metropolitan Ministries in Austin, Texas. 457 458 ROBERT L. FASTIGGI the two traditions. As Georges Anawati, a Catholic Islamicist; notes : " As a starting point, dialogue requires respect for the identity of the other. It does not ignore obvious differences... for to do so would be of no use for ·either friendship or truth." 3 A Muslim scholar, Professor Mohammed Taibi of the University of Tunis, likewise remarks that " the more one is firm about the classical aspects of divergence, the better the contacts between Christians and Muslims." 4 At issue in the Christian-Muslim discussion of the Incarnation is the unique character of each faith. In Islam, there is the absolute affirmation of divine unity (tawhid) which necessarily condemns any attempt to associate something other than God with God (shirk). Christianity, though, has as one of its central tenets the affirmation that the uncreated Word of God (ho logos) became flesh (sarx) in Jesus (John 1 :14). Islam, therefore, presents a unique challenge to the Christian theologian. Is it possible to formulate a Christology which can affirm the Islamic principle of tawhid and evade the accusation of shirk without compromising the core of the Christian message? This is the question this article hopes to address. One suggestion for Christians in dialogue with Muslims is given by Hans Kiing in his book Christianity and the World Religions.5 Kiing believes that Christians would do best to go back to the mindset of the original Jewish Christians who possessed an understanding of Jesus which is much more compatible with the Qur'anic view of Jesus as the "servant of God." 6 While Kiing's suggestion is helpful for Christians who are looking for an analogy to the Islamic view of Jesus, I find it problematical for several reasons. Kiing seems to suggest that the Jesus of history (as s Georges Anawati, 0.P., "An Assessment of the Christian-Islamic Dialogue," in The Vatican, Islam and the Middle East, ed. Kail Ellis, O.S.A. (Syracuse, N.Y.: Syracuse University Press, 1987), p. 59. 4 Ibid., p. 65. 5 Hans Kung, Christi"anity and the World Religions: Paths of Dialogue with Islam, Hinduism, and Buddhism, trans. Peter Heinegg (New York: Doubleday, 1986), pp. 109-130. a Ibid., p. 122. MUSLIM OBJECTIONS & CHRISTIAN RESPONSE 459 well as the Jesus of the New Testament) is quite separate from the Christ of the ecumenical councils. Such an assertion, though, does not find support from many Christian theologians and biblical scholars (not to mention church authorities).1 Moreover, Kiing appears to have an... (shrink)

Anthropology, History, and Education, first published in 2007, contains all of Kant's major writings on human nature. Some of these works, which were published over a thirty-nine year period between 1764 and 1803, had never before been translated into English. Kant's question 'What is the human being?' is approached indirectly in his famous works on metaphysics, epistemology, moral and legal philosophy, aesthetics and the philosophy of religion, but it is approached directly in his extensive but less well-known writings (...) on physical and cultural anthropology, the philosophy of history, and education which are gathered in the present volume. Kant repeatedly claimed that the question 'What is the human being?' should be philosophy's most fundamental concern, and Anthropology, History, and Education can be seen as effectively presenting his philosophy as a whole in a popular guise. (shrink)

Anthropology, History, and Education contains all of Kant's major writings on human nature. Some of these works, which were published over a thirty-nine year period between 1764 and 1803, have never before been translated into English. Kant's question 'What is the human being?' is approached indirectly in his famous works on metaphysics, epistemology, moral and legal philosophy, aesthetics and the philosophy of religion, but it is approached directly in his extensive but less well-known writings on physical and cultural (...) anthropology, the philosophy of history, and education which are gathered in the present volume. Kant repeatedly claimed that the question 'What is the human being?' should be philosophy's most fundamental concern, and Anthropology, History, and Education can be seen as effectively presenting his philosophy as a whole in a popular guise. (shrink)

The Oral History of Tibetan Studies project collects memories of individuals who have contributed to the formation of Tibetan Studies as an independent academic discipline in the second half of the twentieth century. Through interview recordings, it explores two aspects: the development of the discipline itself, and the distinctive life-stories of the individuals involved. The project includes scholars and academics, Tibetan teachers and traditional scholars, artists, photographers, book publishers, and sponsors. The oral testimonies also provide crucial information on related (...) academic fields, such as Buddhist and Religious Studies, Anthropology, and Asian Studies more generally, and present a kaleidoscope of broader social, cultural, and educational developments. Of particular interest is the interconnection with Buddhist Studies, as exemplified in the UK and through links with the International Association of Buddhist Studies. This report aims to introduce the project, its open access online archive, and future plans. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Dr. Ambedkar and Untouchability: Fighting the Indian Caste SystemChristopher S. QueenDr. Ambedkar and Untouchability: Fighting the Indian Caste System. By Christophe Jaffrelot. New York: Columbia University Press, 2005. xiii + 205 pp.Outside of India, Bhimrao Ramji Ambedkar remains virtually unknown. Everyone knows that Mahatma Gandhi led the fight for Indian independence and that his nonviolent marches inspired Dr. King and the American civil rights movement. Most educated men (...) and women have heard of Nehru and some of the political and literary figures that India has produced in modern times. But few know of the first Untouchable to attend college, who went on to earn advanced degrees in the social sciences and law at Columbia University, the London School of Economics, and Grays Inn, who returned to India in the 1920s to launch a civil rights movement for Untouchables, [End Page 168] who drafted the constitution for the Republic of India as its first law minister, and who led a mass conversion to Buddhism weeks before this death.Dr. B. R. Ambedkar (1891–1956) is venerated by millions of Buddhist and low-caste followers in India today, and at the same time feared by politicians determined to preserve the Hindu caste system he vowed to destroy. Admirers call him Babasaheb Ambedkar or simply Baba, using a traditional term of respect for a guiding elder, and many use the greeting Jai Bhim (“Victory to Bhimrao”) within the Untouchable communities. Ambedkar is portrayed on ubiquitous wall calendars, public statues, and home altars alongside that of the Buddha, wearing a Western suit and tie, with the horn-rimmed glasses and pocket pens of a scholar and diplomat. Although widely regarded as a bodhisattva or Buddhist saint, he is never pictured in the robes of a holy man or entreated in prayer by his devotees. And while most of his campaigns for Untouchable human rights were driven back by the Hindu nationalists, many of the provisions of his path-breaking legislation were eventually adopted after his death. In the intervening decades, amid deepening polarization over his legacy, the state government of Maharashtra has published eighteen volumes of Ambedkar’s collected works and the government of India has bestowed on him its highest civilian honor, the Bharat Ratna.Given the dearth of Western scholarship on Ambedkar’s place in the history of modern India and the emergence of socially engaged Buddhism, I welcome Chris-tophe Jaffrelot’s Dr. Ambedkar and Untouchability: Fighting the Indian Caste System. As a social scientist and director of the Centre d’Études et de Recherches Internatio-nales (CERI) who has published more than a dozen books on South Asian politics, Jaffrelot is well qualified to assess Ambedkar’s life and thought. Drawing on a wide range of materials on the social reform movements of the nineteenth and twentieth centuries and Ambedkar’s contributions to sociology and politics, the author aims to redress Ambedkar’s neglect by Indian scholars before the 1990s, when the low-caste movement began finally to gain traction. However, he does not address the anomaly of Ambedkar’s neglect by all but a small circle of Western authors.1The strength of Dr. Ambedkar and Untouchability is its concise analysis of the geographical, political, and social context of Ambedkar’s career. Jaffrelot shows how British recruitment of the Mahars, members of Ambedkar’s lowly but numerous caste, for service in the colonial army resulted in disproportionate levels of literacy. Ambedkar was the fourteenth child in such a military family, whose father held the rank of major and served as a school master for the barracks. Both parents and all of Bhimrao’s uncles could read and write, compared to less than one percent of Mahars in village life. Moreover, in spite of his brilliance and determination, Ambedkar could not have continued his education without the financial support of Maratha maharajahs who opposed the Brahmins’ monopoly in education. “Ambedkar was the heir to a regional tradition; his struggle harked back to the anti-Brahmin movements which emerged in western Maharashtra from the mid-nineteenth century onward, a precocity that only the Dravidian South—the other key area of anti-Brahmin mobilization—could match.”Jaffrelot presents... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 20 (2000) 59-69 [Access article in PDF] Buddhist Views on Ritual Pactice Protestant Character of Modern Buddhist Movements Yukio MatsudoUniversity of HeidelbergWhat is the relationship between ritual and ethical activities in Nichiren Buddhism, as practiced in the Soka Gakkai (SG)? SG is a lay Buddhist organization which is, as such, involved extensively in secular affairs, specifically in the field of educational, cultural, social, and peace-promoting programs. (...) The question is, therefore, not at all whether there is a connection of religious practice and ethical activities. Rather it begs an explanation regarding its ideological background. In this respect a further reflection on a metareflection level would be useful to clarify the "modern" character of SG, which may be discussed in relation to Christian Protestantism since it has been regarded as a spiritual background for the formation of modern ethos such as individualism, egalitarianism, and social engagement. Thus, I will depict the fundamental feature of Nichiren Buddhism as "reformative Buddhism," which makes the practice of Buddhism congruent with "modern" understanding of religious roles in daily life as well as social engagement. On the other hand, I will also discuss some problems being inherent to the Western acculturation of the reformed and "engaged Buddhism." 1 The Ethical Activities of the SG in the World Ethical and Social Aspects of the Movement It is generally well known that the lay Buddhist organization, SG, as a whole has initiated wide and multifaceted activities even in an international level in order to transform its religious ideals into social reality, specifically in the field of educational, cultural, social, and peace-promoting programs. For this purpose it established educational institutes ranging from kindergartens to universities as well as research [End Page 59] institutes such as the Institute of Oriental Philosophy (founded 1961), the Boston Research Center for the 21st Century (founded 1993), the Toda Institute for Global Peace and Policy Research (founded 1996), and other centers for ecological researches. For promoting mutual respect and understanding through cultural expressions and exchanges several institutes have been established, like the Min-On Concert Association (founded 1963), the Tokyo Fuji Art Museum (founded 1991), and La Maison Littéraire de Victor Hugo in Bièvre, France (founded 1992). On a global level, its political involvement is, for a large part, situated as a NGO in the frame of the UNO and the UNESCO. With the help of the UNO, SG has organized all over the world expositions translating its concerns for peace, e.g., "Nuclear War: Threat to our World" and "War and Peace." With the Simon Wiesenthal Center it organized an exhibition "The Courage to Remember: Anne Frank and the Holocaust Exhibition." The issue of human rights is another of its major concerns. Commemorating the forty-fifth anniversary of the United Nations' adoption of the Universal Declaration of Human Rights, SG held an exhibition entitled "Toward the Century of Humanity: An Overview of Human Rights in Today's World" at the UN office in Geneva. Also, money received from fund-raising activities has been donated to the Office of the United Nations High Commissioner for Refugees and related agencies to provide medical supplies and food, and to support educational programs in the areas concerned. To expose the horrors of war, SG has also published life histories written by members about their sufferings in war: "Women against War," "Cries for Peace," and "Peace is our Duty." Segmental Differentiation of Organizational Structure To meet the requirements of functional differentiation of today's modern societal life SG is organized in a segmental and hierarchical structure. The basic structure is the regional units, organized in a hierarchical model, and all members are integrated "in each group" in their residence area. At the same time each member belongs to a specific "division" which is organized according to gender, age, and occupation. There are the four divisions of men, women, young men, and young women. Additionally there are divisions for school boys and girls, university students, as well as divisions according to occupation such as artists, lawyers, medical doctors, academics, and so on. These divisional differentiations reflect the need... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Fulfilling Mitzvot through the Practice of Lovingkindness and WisdomDavid J. GilnerSince it has been more than forty years since I last wrote a paper in comparative religion, I have chosen not to attempt a scholarly paper. Rather, after a biographical sketch, I will discuss examples of Jewish texts that underpin my choice to pursue a path that includes practices drawn from the teachings of Tibetan Buddhism, and explain (...) how I plan to teach these practices within traditional Jewish settings.I grew up in Brooklyn, New York, in a Jewish family that identified with the Conservative movement. When I turned five, I was sent to a modern Orthodox yeshiva. For three and a half hours each morning, first five, then six days a week, I studied a comprehensive Jewish curriculum—taught in modern Hebrew—which included Bible, commentaries, Talmud, history, grammar, and the laws and customs of Ashkenazic Jewry. At fourteen, I left the yeshiva to attend a nondenominational Christian prep school. This seemingly radical change in schools and religious traditions occasioned no significant intellectual conflicts or spiritual anxieties. By fourteen, I sensed that religion was something people were born into; it was one of the cards life dealt you at birth.My sophomore year at Emory University saw the beginning of my interest in Buddhism. I began to practice Sōtō Zen sitting (zazen), and, in my readings, stumbled upon the koan Mu, which occupied my attention in and out of meditation for several years. I became a religion major and was particularly interested in modern Japanese religions. However, my advisor discouraged me from pursuing this interest in graduate school and suggested I build further on my strong traditional Jewish education, which is how I came to Hebrew Union College in 1972 to pursue a PhD in biblical and ancient Near Eastern studies.It was at that time that I began to practice Transcendental Meditation, and, subsequently, the TM Sidhis program, a practice that took, on average, three hours per day, and four and a half hours on days when I did group practice. Not finding a job teaching Bible led me to library school, after which I returned to Hebrew Union College in 1977 to work as a librarian. I became involved in interfaith community outreach, and lectured, led Bible study groups, and conducted Passover seders at local [End Page 27] churches, toward the goal of enhancing interfaith dialogue and understanding in the community. At this time I was fortunate to become friends with Paul Knitter, then a professor at Xavier University.In 1997, after twenty-five years of dedicated twice-daily practice, it became clear to me that I was "attached" to my TM meditation program and that this attachment was hindering my growth. I put my TM Sidhis practice aside and went back to zazen. Soon, I became associated with the Dzogchen organization led by Lama Surya Das, and trekchö became my basic practice. As a member of the online "three-year mandala program," I received a cassette-based education in various Tibetan meditation practices, which included my first experiences with visualization, as part of Tara and Machigma practices.In 2001, I learned of many unfilled requests sent to Hebrew Union College by small congregations asking for students to lead High Holidays services, so I volunteered. For the past ten years, I have served as the High Holidays rabbi at Congregation Tikkun Olam in Woodstock, Illinois. The phrase tikkun olam, often translated as "repairing the world," has become popularized in Jewish culture over the past two decades.In 2003, a friend sent me a teaching tape by Lama John Makransky on loving-kindness practice. My immediate gut reaction was that everything else I had done for thirty-five years was preparation for this teaching. I attended several courses in which Lama Makransky taught practices to cultivate innate lovingkindness and wisdom, and in 2007 I was privileged to attend the week-long course in which he taught his then forthcoming book Awakening through Love: Unveiling Your Deepest Goodness. Since then, I have attended other courses taught by Makransky under the aegis of the Foundation for Active Compassion. Within the realm of Ati Yoga, I think it... (shrink)

The close relationship between Buddhism and medicine that has become so visible thanks to the contemporary ‘mindfulness revolution’ is not necessarily unique to the twenty-first century. The ubiquitous contemporary emphasis on the health benefits of Buddhist and Buddhist-inspired practice is in many ways the latest chapter in a symbiotic relationship between Buddhism and medicine that is both centuries-long and of global scope. This article represents the first steps toward writing a book that explores the global history of (...) Buddhism and medicine ‘from Sarnath to Silicone Valley’. It identifies patterns in the transmission and reception of texts and ideas, networks of circulation, and intersections with local and regional histories that shaped the history of Buddhist ideas and practices concerning physical health and healing. (shrink)

After its publication in 1916, Democracy and Education opened up a global debate about educational thought that is still ongoing. Various translations of Dewey's work, appearing at different times, have aided in introducing his ideas within different conversations and across different cultures. The introduction of Dewey's masterwork through academic, institutional, or political avenues has influenced its reception within contemporary educational scenarios; these avenues need to be taken into account when analyzing the book's reception as well as its impact on (...) the reconstruction of educational discourse. (shrink)

This study explores the dual role of educational practitioners as leaders and educators in the education sector, focusing on conflict management through mindfulness, ten principles of Buddhist governance, and transformational leadership. The research, involving 116 Buddhist monks and nuns with leadership experience in Indonesian Buddhist education institutions, employed statistical analysis techniques such as descriptive statistics, parametric inferential statistics, and SPSS 27. The findings indicate that transformational leadership directly impacts conflict management, while mindfulness and the ten principles of Buddhist (...) governance have indirect effects mediated by transformational leadership. Additionally, mindfulness has a direct influence on conflict management, as do the ten principles of Buddhist governance. The study underscores the importance of developing mindfulness, incorporating Buddhist principles, and fostering transformational leadership among educational leaders and practitioners to enhance conflict management skills. (shrink)

This paper explores the introduction of mindfulness into courses in higher education. Some of these courses are taught by Buddhist scholars; others are taught by scholars within other disciplines who themselves have a meditation practice. Those scholars included here represent a much larger number in diverse settings, including state universities, liberal arts colleges, Ivy League institutions, and historically black colleges. They teach in almost every discipline, including architecture, poetry, chemistry, economics, and law. The courses discussed in this paper are (...) taught by Contemplative Practice Fellows, a programme of the Center for Contemplative Mind in Society. The paper also places this movement into a short history of contemplative education and raises questions about its future impact on the academy. (shrink)

Dunhuang is the world's largest, longest-lasting, and most valuable cultural and artistic treasure of ancient murals and an important component of grotto art. The clothing and costumes of the Dunhuang murals reflect the process of Sinicization of Buddhism over the time. In order to save the costumes of these murals from deterioration and age-related factors, digital technology is used, which can not only save the precious cultural relics but also ensure their permanent and authentic preservation. This study takes the (...) vestment on the imperial mural of the Vimala Kirti Sutra of Cave No. 220 in the Mogao Grottoes of Dunhuang, China, as the research object. Firstly, it studied the detailed components, materials, colors, heraldic symbols, meanings, and aesthetic characteristics of mural vestments from the perspective of clothing history. Then, it restored the clothing patterns in the murals using digital technology, established the three-dimensional clothing model on the CLO 3D platform, and carried out the 3D digital restoration of the research object. In order to verify the accuracy of the restoration results, the analytic hierarchy process and the entropy method were comprehensively used to determine the subjective and objective weights of the indexes, and the comprehensive weights were corrected based on the idea of game theory. Finally, fuzzy comprehensive evaluation was used for the restoration results. According to the final calculation result of fuzzy comprehensive evaluation, the restoration result was considered “good” with an overall evaluation score of 80.35. One of the greatest challenges of this project revolved around recovering the dilapidated mural paintings using digital technology. The high precision of the digital restoration of the vestment showcases the three-dimensional dynamic appearance of the Tang Dynasty emperors. This not only facilitates the education and propagation of traditional costume culture but also offers a novel approach to the sustainable display of mural cultural heritage. (shrink)

A fundamental shift has taken place in the relationship between images of the past and educational policy making. In the 1930s and 1940s, a shared public past was incorporated in State policy to denote gradual evolution towards improvement in education and in the wider society. This consensual image has become fractured and less comforting especially since the 1970s. In particular, it has divided into a largely alienated or estranged public past, and personalised images of a reassuring and nostalgic 'private (...) past'. This privatising of the past has exerted an increasing influence in education policy in the 1980s and 1990s, reflecting the concurrent trend towards an emphasis on 'choice and diversity' in education. (shrink)

_Social Justice and Educational Measurement_ addresses foundational concerns at the interface of standardized testing and social justice in American schools. Following John Rawls’s philosophical methods, Stein builds and justifies an ethical framework for guiding practices involving educational measurement. This framework demonstrates that educational measurement can both inhibit and ensure just educational arrangements. It also clarifies a principled distinction between efficiency-oriented testing and justice-oriented testing. Through analysis of several historical case studies that exemplify ethical issues related to testing, this book explores (...) and propounds speculative design principles and arguments in favour of radically democratic school reforms, which address how the future of testing might be shaped to ensure justice for all. These case studies cover the widespread use of IQ-style testing in schools during the early decades of the 20th century; the founding of the Educational Testing Service; and the recent history of test-based accountability associated with No Child Left Behind. Social Justice and Educational Measurement will be essential reading for academics, researchers and postgraduate students in education, testing and assessment, and the philosophy of education. It will also be of interest to policymakers and educational administrators. (shrink)

While discourse on the relation between Christianity and science has a long history, it has only been in the last century that Buddhists and Buddhist scholars have begun to consider the relation between their own religious tradition and the promises and challenges of modern science. This does not mean that there has not been a long history of a relation between Buddhism and the sciences. However, rarely has that relation been conceived of in terms of “discourse on (...) religion and science” as such. As a result, much of the recent work done in the area of science and religion, though significant in its own right, inadequately considers many core Buddhist concerns. Originally published in 1993, this version has been updated with a preface surveying developments over the last three decades. (shrink)

Buddhism and Jainism share the concepts of karma, rebirth, and the desirability of escaping from rebirth. The literature of both traditions contains many stories about past, and sometimes future, lives which reveal much about these foundational doctrines. Naomi Appleton carefully explores how multi-life stories served to construct, communicate, and challenge ideas about karma and rebirth within early South Asia, examining portrayals of the different realms of rebirth, the potential paths and goals of human beings, and the biographies of ideal (...) religious figures. Appleton also deftly surveys the ability of karma to bind individuals together over multiple lives, and the nature of the supernormal memory that makes multi-life stories available in the first place. This original study not only sheds light on the individual preoccupations of Buddhist and Jain tradition, but contributes to a more complete history of religious thought in South Asia, and brings to the foreground long-neglected narrative sources. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Like an Elephant Pricked by a Thorn:Buddhist Meditation Instructions as a Door to Deep ListeningWilla B. MillerThe phrase “deep listening” has been circulating in recent years in the contexts of contemplative education, psychotherapy, pastoral care, and the arts. This article is a reflection on deep listening from a Buddhist perspective, as it might support the ongoing development of career educators, although this reflection might apply equally well to (...) ministers and (in the Buddhist world) dharma teachers. My motivation to contribute to this discourse of listening is spurred by the belief that the effectiveness of educators, ministers, and dharma teachers might be enhanced by training in the art of listening. These career professionals share a key aspect of their role in common: They get up in front of groups of people to teach or preach. In this performative role, it is possible for teachers (or preachers) to become so accustomed to being the source of information that a dynamic is created, inside and outside the classroom or pulpit, in which discourse is weighted primarily in one direction. This dynamic, I would argue, prevents optimal learning and stunts the feedback loop necessary for pedagogical health, both for students and for their educators.Listening, as a valued pedagogical discipline on the part of the teacher, has the potential to rebalance this dynamic. To educate effectively, we need to come to know the hearts and minds of those we educating, not as a theoretical group but as individuals. It takes time, effort, patience, and a dose of curiosity to listen attentively to students, to get to know them. But this effort is worth it. Only once we begin to listen to the voice of their interests, passions, and history can we begin to understand or assess their needs. Every human being is in formation. Every human being is completely unique. Listening, with curiosity and attention, is a window into the formation of the human being in his or her uniqueness. To the degree that we become familiar with the unique in our students is the degree to which we can effectively meet them where they are.There are as many definitions of deep listening as there are theorists. On a panel on the topic of deep listening at the 2013 American Academy of Religions meeting, Duane Bidwell of the Claremont School of Theology aptly noted that deep listening is [End Page 15] “an undertheorized category.” It is not a term that has been claimed by only one field or person, but it has become popular in some religious circles and psychotherapeutic circles as a term that implies that listening can dive below the surface contents of a narrative. Two years ago, in a chapter of an anthology titled The Arts of Contemplative Care, I proposed that Buddhist practices of self-cultivation may provide models that can be adapted for applications of deep listening in a context of spiritual care.1 In that chapter, I noted that Patrul Rinpoche’s three points of “how not to listen” found in The Words of My Perfect Teacher (Kun bzang bla med zhal lung)2 can help us reflect on the difference between poor and effective listening techniques in the context of spiritual care. In this article, taking a similar approach but with different material, I will explore how instructions on meditation culled from the Tibetan Buddhist tradition can be adapted to develop a discipline of deep listening for educators. In exploring this topic, I will also propose a definition of deep listening to act as support for the discipline itself. Specifically, I draw on religious instructions found in a Tibetan genre called “māhamudrā meditation instructions” (phyag chen sgom khrid), from within the Kagyu (‘brug pa bka’ brgyud) school of Tibetan Buddhism, to construct a definition of deep listening for use in educational contexts.The term “deep” (zab mo) often appears in Tibetan religious exegesis as an adjective modifying the word “dharma” (teaching). There, we find the term “deep teaching” (chos zab mo) juxtaposed with the term “vast teaching” (chos rgya che ba) in Tibetan commentaries. To say that a teaching is deep (zab mo) in the Buddhist context is to indicate that it... (shrink)