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Mullens James - Buddhist Education in Asangas Bodhisattvabhumi

Mullens James - Buddhist Education in Asangas Bodhisattvabhumi

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Asanga's Bodhisattvabhumi
Asanga's Bodhisattvabhumi

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04/06/2013

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 McMaster University 
Principles and Practices of Buddhist Education in Asa
ga's Bodhisattvabhūmi
 James G. Mullens
This Thesis is brought to you for free and open access by the Open Dissertations and Theses at DigitalCommons@McMaster. It has been accepted forinclusion in Open Access Dissertations and Theses by an authorized administrator of DigitalCommons@McMaster. For more information, pleasecontactscom@mcmaster.ca.
Recommended Citation
Mullens, James G., "Principles and Practices of Buddhist Education in Asa
ga's Bodhisattvabhūmi" (1994).
Open Access Dissertationsand Theses.
Paper 3954.http://digitalcommons.mcmaster.ca/opendissertations/3954
 
PRINCIPLESANDPRACTICESOFBUDDlllSTEDUCATIONINASANGA'S
BODHISA1TVABHUMI
By
JAMES
G.
MULLENS,M.A.AThesisSubmitted
to
theSchool
of
GraduateStudiesinPartialFulfilment
of
theRequirementsfortheDegreeDoctorofPhilosophyMcMasterUniversity
(c)
CopyrightbyJamesG.Mullens,September1994PRINCIPLESANDPRACTICESOFBUDDlllSTEDUCATIONINASANGA'S
BODHISA1TVABHUMI
DOCTOROFPHILOSOPHY(1994)(ReligiousStudies)McMASTERUNIVERSITYHamilton,OntarioABSTRACTAryaAsanga
was
one
of
IndianBuddhism'sleadingscholarsinthemiddleTITLE:PrinciplesandPracticesofBuddhistEducationinAsanga's
Bodhisattvabhumi
Mahayanaperiod,fourth-sixthcenturiesC.E..Hisencyclopedic
Bodhisattvabhiimi
is
considered
to
beone
of
Buddhism'sforemostexpositions
of
bodhisattvadoctrine.AUTHOR:James
G.MUllens,
B.A.(SimonFraserUniversity),M.A.(University
of
Victoria)SUPERVISOR:ProfessorGraemeMacQueenNUMBEROFPAGES:xi,368The
Bodhisattvabhumi
containsasystematicdescription
of
thebodhisattvapathofpractice
(bodhisattva-silqiimiirga)
thatemphasisesbroadknowledgeandgeneraleducationinthepursuit
of
enlightenmentandliberation.'fhe£ubjects
of
thateducationarethe
"fi.ve
sciences"
(pancavidyiiSthiiniim)
whichrangefromBuddhisttextualscholarship
to
thestudy
of
non-Buddhistreligiousliterature
and
secularsubjects,includingworksongrammar,logic,medicineandcrafts.Thehistoricalaccounts
of
theseventhcenturyChinesepilgrimtravellersHsiian-TsangandI-TsingconfirmthatthesefivescienceswerethebasisforthecurriculumatNalandaMahavihiira,India'smostrenownedmonasticuniversity.Corroboratinginformationindicatesthatthe
Bodhisattvabhumi
wasstudiedatNlilandaMahaviharaandthatitsviewsandvalueswereinfluentialinNalanda'sapproachtoeducation.Theinclusion
of
non-traditionalsubjectsasvalidareas
of
"liberatingknowledge"forBuddhistsrequiredaninnovativephilosophy
of
education.Thiswasachievedinthe
Bodhisattvabhiimi
byreformulatingcertainkeyBuddhistconcepts,mostnotably
dharma
("teachings"),
prajiiii
("wisdom-insight")and
bodhi
("enlightenment").Theresultwasacomprehensivevision
of
religiouseducationthatencouragedaquestforgeneral
iii
 
learningandbroadenedtherange
of
knowledgedeemednecessaryforattaimnent
of
completeenlightemnent
(anuttarasamyaksambodhl).
To
illustratetheimportance
of
educationandembodyprinciples
of
itsacquisitionandproperapplication,the
Bodhisattvabhumi
alsodevelopedportrayals
of
roletypes.Theseincludethebodhisattvadepicted
as
anovicebeginner,teacher,andmentor;andthe
Tathiigata
Buddhaportrayedasthepersonification
of
"all-knowledge"anddefender
of
thefaith.TheChinesetravellers'accountsconfirmthatthestudentsandmasters
of
NalandaMahavihiirawereinvolved,intheirdailylives,inactivitiesthatcorrespondedtotheseroles.ivThisprojectwastakenupasaresult
of
mycontactwith,andenduringACKNOWLEDGEMENTSIwishtoexpressmyindebtedness
to
ProfessorGraemeMacQueen,whoseassistanceandencouragementassupervisor
of
thisworkhavehelpedseeitthroughtocompletion.IwouldalsoliketoacknowledgemygratitudetoProfessorsPaulYoungerandDavidKinsley,whoseapproach
to
thestudy
of
Indianculturehasmotivatedandinspiredme.ImustalsoexpressmysincereappreciationtoProfessorsYiin-huaJanandJohnArapura,who,inthecourse
of
myyearsasastudent
at
McMaster,guidedmeandprofoundlyinfluencedmyattitudeandoutlookaswellasmycareerdirection.IwishtoalsoindicatemyappreciationtoProfessorBrajSinha,University
of
Saskatchewan,whosefaithinmyabilitiesgavemeboththedetermirultiontocompletethisworkandthenecessarytimetodoso.IwouldalsoliketothankProfessorsRobertThurmanand
Mark
Tatz,whoseinterestinAryaAsanga'swork,andon-goingattentiontoitsinfluence
in
Tibetantradition,havebeenadirectbenefitandcontinuinginspirationtome.Mydeepestgratitudeandmostheart-feltappreciationareextendedto
my
motherJane,mywifeTseringDolmaandmychildren--ChristopherTenzin,JenniferTselhaandGregorySonam--whohavebeenunderstanding,patientandsupportivewhilethisdissertionwasbeingcompleted.
v
appreciationfor,theTibetanpeopleandtheirleader
H.H.
TenzinGyatso,theXIVthDalaiLama.Thedistressingcondition
of
thesekindlypeoplemotivatedmetohelpthem;becomingknowledgeableabouttheirheritageandsharingthatknowledgewithothers
is
thewayIchosetodoso.Thisinteresthasbeenthedrivingforceinmylifefortwodecades.
TABLE
OF
CONTENTS
ABSTRACT
.
ACKNOWLEDGEMENTS
.................
INTRODUCTION
..................iiiTheprinciplesandpractices
of
educationdescribedinthisstudyarepart
of
theon-goingreligiousandsocialculture
of
Tibet.Theproducts
of
thistraininggraceourplanettodayinthethoughts,wordsanddeeds
of
Tibetanmonks,nunsandlay-peopleandthosewhohavelearnedfromthem.Mygratitudeandindebtednessfortheirprofoundly
I.
Preamble2.TextandContext:Nala;:daandthe
Bodhisattvabhilmi
3.
ContentsOverview
PARTI.
ARYA
ASANGA,
THE
BODHISATTVABHUMI
ANDNALANDA
MAHAvrnARA
positiveinfluence
on
allourlives,andfortheinspirationitgavemepersonallytoseekouttheroots
of
theirvaluabletraditions,goesbeyondwords.vi
CHAPTER
ONE:ARYA
A S A ~ m A
AND
THE
BODHISATTVABHUMI
A.TheLife
of
AryaAsanga
I.
AssessingAsanga'sBiographicalAccounts2.TheTraditionalAccounts
3.
Scholarly
I S S 1 ~ - ,
4.
Asanga'sRelationtoMaitreya
5.
WorksAttributed
to
Asanga
B.
The
Bodhisattvabhumi
I.
TheInfluence
of
the
Bodhisattvabhumi
(BBB)
2.
StudiesandSummariesinEuropeanLanguages3.Translations/AnalysesinEuropeanLanguages4.Contentsa.Introductionb.ContentsOutline
5.
The
BBH
as
Siistra
and
Abhidhanna
vii
12121315
17
1825
2626
27
28
31
32
34

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