...that up to 3 million are practicing in the US. But India, around 500 B.C.E., is where it all began and flourished (Alldritt 5). During this time, India was in a state of religious ferment which led people to experiment with meditation, deep breathing and to study with gurus (Molloy 125). Buddhism emphasizes on personal enlightenment as opposed to an eternal salvation from a higher being. The Buddha is not a god, but a human being that was acknowledged and respected for providing the knowledge on happiness within one self and concern for all living things (Robinson). In this report, I will discuss how Buddhism originated, its major forms, beliefs and teachings and the question of it being a true religion or philosophy of life. Siddhartha Gautama, known as the Buddha, or the awakened one, was born into royalty as a prince. Legend states that his mother dreamed of an elephant entering her side, creating the moment of conception of the future Buddha, and the birth of Siddhartha from her side. Siddhartha had special makings on his body, indicating that he would be an illustrious person. During a naming ceremony, priests predicted that Siddhartha would become a great king or a great...
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...gender. It teaches practical methods (such as meditation) which enable people to realise and utilise its teachings in order to transform their experience, to be fully responsible for their lives and to develop the qualities of Wisdom and Compassion. There are around 350 million Buddhists and a growing number of them are Westerners. They follow many different forms of Buddhism, but all traditions are characterised by non-violence, lack of dogma, tolerance of differences, and, usually, by the practice of meditation. Who was the Buddha? Buddhism started with the Buddha. The word 'Buddha' is a title and not a name. It means 'one who is awake' in the sense of having 'woken up to reality'. It was first given to a man who was born as Siddhartha Gautama in Nepal 2,500 years ago. Scholars now place the date of his birth around 480BCE (BC). He did not claim to be a God and he has never been regarded as such by Buddhists. He was a human being who became Enlightened, understanding life in the deepest way...
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...Eastern Educational Philosophies Abstract Hinduism, Buddhism, and Confucianism are compared for historical, ideology, and epistemology, searching for Eastern Philosophy compatible to Western Philosophy. A research for possible influences on Education of Philosophy discovered that it was impossible to bring comparisons and even difficult to separate them into the key issues. Colonialism and Nationalism brings the two philosophies together. Even though the Western mindset can appreciate the fascination concepts it may be impossible to blend East and West. However, it is possible to juxtapose the very different philosophies as it may be represented in the arts. Even Western Philosopher who have been influenced by Eastern Philosophy, it is reasonable to believe it is the philosophers attempt to interpret Eastern Philosophy. However, it is impossible to replicate it. Instead the product is a hybrid and independent of either East or West. Eastern Educational Philosophies Eastern philosophy has a long and varied history. Asian ideas are among the oldest in the world. Great thinkers of the East have developed sophisticated cultural and political systems that have influenced other religions as well as western philosophy. This paper will examine ideological, epistemological, and historical differences in Hinduism, Buddhism, and Confucianism. Ways in which these philosophies have shaped higher education theory and practice are of major importance to educators. ...
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...Sociology Report — Religion — Date: 3rd December 2014 Contents 1. Introduction…………………………………………………………..3 2. 3 Perspectives………………………...……………………………….4 Functionalist perspective Conflict perspective Feminist perspective 3. Muslim in Cham tribe in Vietnam…...……………………………. 4. Mahayana Buddhism...……………………………………………... Buddhism Mahayana Buddhism in Korea and Vietnam Differences in Mahayana Buddhism of Korea and Vietnam Trend towards Buddhism in Western countries 5. References………….......……………………………………………. 1. Introduction A religion is an organized collection of beliefs, cultural systems, and world views that relate humanity to an order of existence. According to some estimates, there are roughly 4,200 religions in the world. The five largest religious groups by world population, estimated to account for 5 billion people, are Christianity, Islam, Buddhism, and Hinduism. There are some functions of religion. Firstly, it gives explanation for things that we do not understand such as seasons and supernatural things. So many religions have narratives, symbols, and sacred histories that are intended to explain the meaning of life and/or to explain the origin of life or the Universe. Secondly, it provides sense of morality and ethics. It sets the guideline for people to behave in right ways. Lastly, it supports people to have power to overcome. Religion often courage people and give strengths. That is why people seek religion when they are depressed...
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...Buddhist Temple Complex Ramu, Cox’s Bazaar Tabassum Ahmed Department of Architecture North South University 1 Buddhist Temple Complex Ramu, Cox’s Bazaar A Design Dissertation submitted to the Department of Architecture in partial fulfilment of the requirement for the degree of Bachelor of Architecture (B. Arch) in the Faculty of North South University, Dhaka. The textual and visual contents of the Design Dissertation are the intellectual output of the student mentioned below unless otherwise mentioned. Information given within this Design Dissertation is true to the best knowledge of the student mentioned below. All possible efforts have been made by the author to acknowledge the secondary sources information. Right to further modification and/or publication of this Design Dissertation in any form belongs to its author. Contents within this Design Dissertation can be reproduced with due acknowledgment for academic purposes only without written consent from the author. Tabassum Ahmed 083163010 Dept. of Architecture North South University Dhaka 2012 2 Dedication To the Buddhist community of Ramu 3 ACKNOWLEDGEMENT I am thankful to Allah for giving me patience and strength to cope with the everyday hurdles in this whole journey of architecture. My deepest gratitude extends to my faculty, Dr. Shayer Ghafur for his constant guidance and support throughout this dissertation. I am thankful to Professor Haroon Ur Rashid for helping me to understand this...
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...is not exempt from the equation; this section will be covered in this artifact as well. Buddhism’s current state and condition will be outlined in this document along with the impact it has had on the modern world. Lastly, the examination will conclude on how Buddhism has not only impacted my own life but the role it has played in my everyday operation in society. Backgrounds and Origins: A man in his late twenties named Siddharta Gautama, a prince of a royal bloodline in Nepal, flees the lifestyles of the rich and famous in an attempt to attain a higher form of consciousness. Due to the overwhelming influence of Hinduism, many people like him sought out to craft a more subjective belief system. More than five years later, he discovered that the idea perpetuated by the environment around him through austerity was not the path he foresaw. Legend says that he sat down to meditate under a pipal tree until he reached a state of enlightenment. From that point on he was considered “Buddha” and started to attract an array of followers. Buddha’s famous sermon preached a message known as the Four Noble Truths. These truths were that pain was inevitable; that the pain stemmed from one’s desires; the pain can be avoided by transmuting one’s ambitions; and that in order to do so one must follow what is deemed the Eightfold Path. These eight steps to the “path” were similar to the...
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...Chapter 1 INTRODUCTION Thich Nhat Hanh: “Buddhism is already engaged. If it is not, it is not Buddhism.” Walpola Rahula: “Buddhism is based on service to others”…political and social engagement is the “heritage of the bhikkhu” and the essence of Buddhism. Robert Thurman: “The primary Buddhist position on social action is one of total activism, an unswerving commitment to complete self-transformation and complete world-transformation.” Stated in simplest terms, engaged Buddhism means the application of Buddhist teachings to contemporary social problems. Engaged Buddhism is a modern reformist movement. A practitioner is socially engaged “in a nonviolent way, motivated by concern for the welfare of others, and as an expression of one’s own practice of the Buddhist Way” (King Being 5). In this description Sallie B. King invokes the spirit of the Bodhisattva vow: May I attain Buddhahood for the benefit of all sentient beings. According to Ken Jones engaged Buddhism is “an explication of social, economic, and political processes and their ecological implications, derived from a Buddhist diagnosis of the existential human condition” (Kraft New). Jones emphasizes the social theory underlying engaged Buddhism. According to engaged Buddhists the “three poisons” of greed, anger and ignorance apply both to the individual and to “large-scale social and economic forces” (Kraft New); their remediation is therefore the collective concern of society. As the subject...
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...(The Everything World Religion Book) | | Prince Siddhartha Gautama was born some 2,500 years ago as a prince in what is now called Lumbini in Nepal. When Gautama was 29 years old, he discovered there was much suffering in the world around him. Traditionally it is explained that he suddenly recognized the problems of sickness, old age and death when visiting the city. Being shocked by the suffering of all living beings, he decided to search for way to end it. He left his wife and child, the palace and even his royal clothes, and started out on a spiritual quest. Gautama studied under various teachers and followed their practices until he mastered them all. After about six years of searching, he realized that just wearing down his body did not generate new insights, but rather leads to weakness and self-destruction. | | | | | | | | He then sat down in a place now called Bodhgaya (North India) under a Bodhi-tree and decided not to get up anymore until he discovered the truth. Just a short time later, he became a fully enlightened Buddha. With this, he realized the true nature of existence and suffering how suffering can be ended. Seven weeks after enlightenment, the Buddha gave his first discourse in Sarnath, near Varanasi. Here he taught the four Noble Truths. The Buddha continued to teach during his life, until passing away at the age of 81.( The Heart of Buddha’s Teaching P. 303) | The core of the Buddhist doctrine is the four noble truths and the eightfold...
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...THE HANDY RELIGION AN SWE R BOOK JOHN RENARD Detroit The Handy Religion Answer Book™ C O P Y R I G H T © 2002 BY VI S I B LE I N K PRE SS® This publication is a creative work fully protected by all applicable copyright laws, as well as by misappropriation, trade secret, unfair competition, and other applicable laws. No part of this book may be reproduced in any form without permission in writing from the publisher, except by a reviewer who wishes to quote brief passages in connection with a review written for inclusion in a magazine or newspaper. All rights to this publication will be vigorously defended. Visible Ink Press® 43311 Joy Rd. #414 Canton, MI 48187-2075 Visible Ink Press and The Handy Religion Answer Book are trademarks of Visible Ink Press LLC. Most Visible Ink Press books are available at special quantity discounts when purchased in bulk by corporations, organizations, or groups. Customized printings, special imprints, messages, and excerpts can be produced to meet your needs. For more information, contact Special Markets Director, Visible Ink Press, at www.visibleink.com or (734) 667-3211. Art Director: Mary Claire Krzewinski Typesetting: Graphix Group Library of Congress Cataloging-in-Publication Data Renard, John, 1944The handy religion answer book / John Renard. p. cm. ISBN 1-57859-125-2 (pbk.) 1. Religions--Miscellanea. I. Title. BL80.2 .R46 2001 291--dc21 Printed in the United States of America All rights reserved ...
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...THE HERO WITH A THOUSAND FACES JOSEPH CAMPBELL BO I. L I N G EN SERIES XVII PRINCETON UNIVERSITY AND PRESS P R I N C E T O N OXFORD Copyright © 2004 by Princeton University Press Published by Princeton Unhxmt^Pms, U WiffiaM SUrtt, Pnnceton, New Jersey 08540; im^inii!-. •:-..• punght i 1-49 by Botiingen e d i t i o n l n ' i l h Foundation, rc't.'itii.yi •: • andpttt t*j''!' !_•"' . !.,.: b% :''ohi: •• Bough, one-volume edition, p. 386. Copyright, 1922 by The MacmiUan Company and used with their permission). Compare Sigmund Freud: "I recognized the presence of symbolism in dreams from the very beginning. But it was only by degTees and as my experience increased that I arrived at a full appreciation of its extent and significance, and I did so under the influence of . . . Wilhelm Stekel. . . . Stekel arrived at his interpretations of symbols by way of intuition, thanks to a peculiar gift for the direct understanding of them. . . . Advances in psycho-analytic experience have brought to our notice patients who have shown a direct understanding of dream-symbolism of this kind to a surprising extent. . . . This symbolism is not peculiar to dreams, hut is characteristic of unconscious ideation, in particular among the people, and it is to be found in folklore, and in popular myths, legends, linguistic idioms,, proverbial wisdom and current jokes, to a more complete extent than in dreams." {The Interpretation of Dreams, translated by...
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...Earljee O. Javier Submitted To: Mrs. Cleopatra Ruiz October 2013 INTRODUCTION TO BUDDHISM As a child, Siddhartha the Buddha was troubled by some of the same thoughts that children today have. They wonder about birth and death. They wonder why they get sick and why grandfather died. They wonder why their wishes do not come true. Children also wonder about happiness and the beauty in nature. Because the Buddha knew what was in the hearts of children and human kind, he taught everyone how to live a happy and peaceful life. Buddhism is not learning about strange beliefs from faraway lands. It is about looking at and thinking about our own lives. It shows us how to understand ourselves and how to cope with our daily problems. BASIC TEACHINGS OF THE BUDDHA THE THREE UNIVERSAL TRUTHS One day, the Buddha sat down in the shade of a tree and noticed how beautiful the countryside was. Flowers were blooming and trees were putting on bright new leaves, but among all this beauty, he saw much unhappiness. A farmer beat his ox in the field. A bird pecked at an earthworm, and then an eagle swooped down on the bird. Deeply troubled, he asked, "Why does the farmer beat his ox? Why must one creature eat another to live?" During his enlightenment, the Buddha found the answer to these questions. He discovered three great truths. He explained these truths in a simple way so that everyone could understand them. 1. Nothing is lost in the universe The first truth is that...
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...Foundations: c. 8000 B.C.E.–600 C.E. Major Developments 1. Locating world history in the environment and time 1. Environment 1. Geography and climate: Interaction of geography and climate with the development of human society a. Five Themes of Geography – consider these 1. Relative location – location compared to others 2. Physical characteristics – climate, vegetation and human characteristics 3. Human/environment interaction – how do humans interact/alter environ a. Leads to change 4. Movement – peoples, goods, ideas among/between groups 5. Regions – cultural/physical characteristics in common with surrounding areas b. E. Africa first people – 750,000 years ago started to move 1. moving in search of food c. Role of Climate – End of Ice Age 12000 BCE – large areas of N. America, Europe, Asia became habitable – big game hunters already migrated 1. Geographical changes - 3000 BCE Green Sahara began to dry up, seeds to forests – N. America 2. Effect on humans – nomadic hunters didn’t move so much a. Settle near abundant plant life – beginning of civilization b. Sedentary life w/ dependable food supply 3. milder conditions, warmer temperatures, higher ocean...
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...of JAWAHARLAL NEHRU The Discovery of India JAWAHARLAL NEHRU The Discovery of India DELHI OXFORD UNIVERSITY PRESS OXFORD NEW YORK Oxford University ATHENS (Press, Walton Street, Oxford 0X2 61X2 OXFORD AUCKLAND CAPE TOWN CALCUTTA FLORENCE NEW YORK BANGKOK ISTANBUL MADRID PARIS BOMBAY DELHI KARACHI MELBOURNE SINGAPORE DAR ES SALAAM HONG KONG MADRAS NAIROBI TOKYO KUALA LUMPUR MEXICO CITY TAIPEI TORONTO and associates in BERLIN IBADAN © Rajiv Gandhi 1985 First published 1946 by The Signet Press, Calcutta Centenary Edition 1989 Sixth impression 1994 Printed at Rekha Printers Pvt. Ltd., New Delhi 110020 and published by Neil O'Brien, Oxford University Press YMCA Library Building, Jai Singh Road, New Delhi 110001 To my colleagues and co-prisoners in the A h m a d n a g a r Fort Prison C a m p from 9 August 1942 to 28 March 1945 FOREWORD My father's three books — Glimpses of World History, An Autobiograpy and The Discovery of India — have been my companions through life. It is difficult to be detached about them. Indeed Glimpses was' written for me. It remains t h e best introduction to the story of man for young and growing people in India and all over the world. The Autobiography has been acclaimed as not merely the quest of one individual for freedom, b u t as an insight into the making of the mind of new India. I h a d to correct the proofs of Discovery while my father was away, I think in Calcutta, and I was...
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...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
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...MARMA SHASTRA AYURVEDA BIOENERGETICS MARMA SHASTRA Ayurveda Bio-Energetics Written and Compiled by Michael James Hamilton, LAC Copyright © 2007; Michael James Hamilton, LAC 2nd Edition Copyright © 2011 All rights reserved. Reproduction of any kind without prior written permission of the compiler is prohibited. MARMASHASTRA ©2011 by Michael Hamilton, LAC. www.lotusspace.com ACKNOWLEDGEMENTS I give gratitude to Dr. Suhas Kshirsagar and Dr. Thomas Yarema for their teachings; to my mother for her guidance; my readers for the hope to expand this knowledge; the ultimate reality for always being there even when I do not always realize it. dew rise clouds fall rain wash pain all MAHALO i MARMASHASTRA ©2011 by Michael Hamilton, LAC. www.lotusspace.com This work presents the human bio-energy model (anthropocosm: cosmic human being) as profoundly observed in Ayurvedic medicine. According to ancient Vedic texts (and later through Tantric and Taoist traditions), the energetic, or subtle, body is the foundation of the food, or coarse body, and the bridge between the physical and causal realms. Therefore, the structure of the subtle energetic body provides an intended means for human spiritual development, or evolution (which enables humanity to fulfill its purpose as a conduit between heaven and earth, hence transforming into an entity more subtle, and original). The text’s primary purpose is to present oriental bio-energetic theory, and second, to bridge...
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