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tinsha.wavHand Bell.3064 viewsThe sound of a Temple Hand Bell.
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Between_The_Lines_Vol__1.pdfBetween The Lines (Volume 1) An analytical appreciation of the Buddha's Life 3063 views"Some 2500 years ago in ancient Northeast India, a young, brilliant and courageous man discovered the sublime answer to how the mind works and how to realise unconditioned happiness and bliss. For the next 45 years, he devoted his life to teaching the doctrine that helped bring unparalleled happiness, peace and relief to numerous people long after his death. In time stories began to emerge proclaiming his greatness and his near-divinity status. Over generations and into distant lands, those stories took on a life of their own. Eventually the real man is buried under a mountain of beautiful fantasies and magical tales. Scholars in Buddhist studies have never lost sight of the historical Buddha. There is a beautiful story to tell about the real man but the materials never quite made it to the mass market because academic books are generally hard to read and appreciate.
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pureland.pdfPure Land Buddhism3051 viewsThis book presents the teachings and major tenets of the Pure Land school of Buddhism,as seen from the perspective of two major sister schools: Zen and Taien Taai (Lotus School). Further insights,from the viewpoint of a contemporary Pure Land Master are included in the Appendix. The principal teachings of the Pure Land School are summarized for the benefit of readers.
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buddhism_a_laymans_guide_to_life.pdfBuddhism, A Layman's Guide to Life3035 views
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damapada.pdfThe Dhammapada, a Translation3030 viewsVen. Thanissaro, Bhikkhu
The Dhammapada has long been recognized as one of the masterpieces of early Buddhist literature. Only more recently have scholars realized that it is also one of the early masterpieces of the Indian tradition of Kavya, or belles lettres. This translation is an attempt to render the verses into English in a way that does justice to both of the traditions to which the text belongs. Although it is tempting to view these traditions as distinct, dealing with form (Kavya) and content (Buddhism), the ideals of Kavya aimed at combining form and content into a seamless whole.
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nibbana1.pdfThe Practice which Leads to Nibbana3026 viewsVen. Pa-Auk Sayadaw
Translated by Greg Kleiman. This is the method of practising meditation that is taught at Pa Auk Tawya Monastery, (Myanmar) Burma. It is based on the explanation of meditation found in the Visuddhimagga commentary. Because of that the method involves several stages of practice which are complex, and involved. These stages include a detailed analysis of both mentality and matter, according to all the categories enumerated in the Abhidhamma, and the further use of this understanding to discern the process of Dependent Origination as it occurs in the Past, Present, and Future. Therefore people who are unfamiliar with the Visuddhimagga and the Abhidhamma will have difficulty in understanding and developing a clear picture of the practice of meditation at Pa Auk Tawya. For foreigners who cannot speak Burmese this problem is made even more difficult. This introduction has been written to help alleviate these difficulties by presenting a simplified example of a successful meditator's path of progress as he develops his meditation at Pa Auk Tawya.
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sigalovada.pdfSigalovada Sutta - Illustrated3022 viewsVen. K. Dhammasiri
The Sigalovada in Pictures. A Pictorial presentation of the Buddha's advice to the layman, Sigala on the duties of the householder. Compiled by Venerable K. Dhammasiri. Artwork by K. W. Janaranjana.
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04_vibhanga.pdf04 Dependent Arising: Vibhanga3017 viewsLooking at the standard "twelvefold formula" of dependent arising,and the question of life-after-life, or "rebirth.
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medicine_buddha.jpgMedicine Buddha Thangka3014 viewsMedicine Buddha Thangka
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05_satipatthana_sutta_01.pdf01 Satipatthana Sutta3002 viewsWe have seen how different approaches to translation provide different approaches to the meditation practice itself. Translation, interpretation and practice all take place within communities. One's choices in translation is also an expression of one's identity. If I identify with a specific tradition, I will translate in a way that fits with that tradition's view of the teaching and the practice. If I refuse to identify with a tradition, preferring to go my own way or be part of the creation of a new tradition, this choice also will condition translation and interpretation. And interpretation conditions practice. The practice is defined by its texts, and the texts are formed by translation and interpretation.
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