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Principles and practices of Buddhist education in Asanga's：Bodhisattvabhumi |
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| Author |
Mullens, James G.
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| Date | 1994 |
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| Publisher | McMaster University |
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| Publisher Url |
http://www.mcmaster.ca/
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| Location | Hamilton, ON, Canada [哈密爾頓, 安大略省, 加拿大] |
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| Content type | 博碩士論文=Thesis and Dissertation |
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| Language | 英文=English |
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| Degree | doctor |
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| Institution | McMaster University |
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| Department | Religious Studies |
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| Advisor | MacQueen, Graeme |
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| Publication year | 1994 |
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| Keyword | Asanga; Yogacara-bhumi; Bodhisattva-bhumi; Buddhist education; Bodhisattva stages; Mahayana Buddhism |
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| Abstract | Arya Asanga was one of Indian Buddhism's leading scholars in the middle Mahayana period, fourth - sixth centuries C.E. His encyclopedic Bodhisattvabhumi is considered to be one of Buddhism's foremost expositions of bodhisattva doctrine. The Bodhisattvabhumi contains a systematic description of the bodhisattva path of practice (bodhisattva-siksamarga) that emphasises broad knowledge and general education in the pursuit of enlightenment and liberation. The subjects of that education are the "five sciences" (pancavidyasthanani) which range from Buddhist textual scholarship to the study of non-Buddhist religious literature and secular subjects, including works on grammar, logic, medicine and crafts. The historical accounts of the seventh century Chinese pilgrim travelers HsiianTsang and 1-Tsing confirm that these five sciences were the basis for the curriculum at Nalanda Mahavihara, India's most renowned monastic university. Corroborating information indicates that the Bodhisattvabhumi was studied at Nalanda Mahavihara and that its views and values were influential in Nalanda's approach to education. The inclusion of non-traditional subjects as valid areas of "liberating knowledge" for Buddhists required an innovative philosophy of education. This was achieved in the Bodhisattvabhumi by reformulating certain key Buddhist concepts, most notably dharma ("teachings"), prajna ("wisdom-insight") and bodhi ("enlightenment"). The result was a comprehensive vision of religious education that encouraged a quest for general learning and broadened the range of knowledge deemed necessary for attainment of complete enlightenment (anuttarasamyaksambodhi). To illustrate the importance of education and embody principles of its acquisition and proper application, the Bodhisattvabhumi also developed portrayals of role types. These include the bodhisattva depicted as a novice beginner, teacher, and mentor; and the Tathiigata Buddha portrayed as the personification of "all-knowledge" and defender of the faith. The Chinese travelers' accounts confirm that the students and masters of Nalanda Mahavihara were involved, in their daily lives, in activities that corresponded to these roles.
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| Hits | 354 |
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| Created date | 1998.04.28
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| Modified date | 2016.06.23 |
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