Study, Reflection, and Cultivation
This special issue elucidates the articulation between discourse and experience within the development of wisdom, mainly in Buddhism, both in dialog with the West and for teaching mindfulness in contemporary education. Wisdom, as the “right view,” represents the eye or guiding principle of the path...
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MDPI - Multidisciplinary Digital Publishing Institute
2025
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| Mynediad Ar-lein: | ONIX_20250812T095121_9783725831272_46 |
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| collection | Directory of Open Access Books |
| description | This special issue elucidates the articulation between discourse and experience within the development of wisdom, mainly in Buddhism, both in dialog with the West and for teaching mindfulness in contemporary education. Wisdom, as the “right view,” represents the eye or guiding principle of the path that was taught by the Buddha according to three progressive stages: (1) the “wisdom born from study”; (2) the “wisdom born from reflection”; and (3) the “wisdom born from cultivation.” Two articles explore this model in Indian Buddhism and its relationship with mindfulness, as well as in the later debates with Advaita Vedānta regarding truth and self-transformation. Three articles investigate this model further from Asaṅga and Vasubandhu in India to Xuanzang in China, and then as an educational paradigm in the Japanese school of Tendai according to Saichō, or as a heuristic device to approach mindfulness in the Zen philosophy of Dōgen. The next three articles focus on Tibetan Buddhism, considering meditation manuals as facilitating the transition from scholarship to practice and discussing mindfulness in the progressive path of wisdom versus the sudden insight of Dzogchen and how the threefold wisdom model is central to the contemporary revival of Buddhism in Eastern Tibet. The last three articles examine the threefold wisdom model in terms of its larger methodological relevance for Buddhist studies and for facilitating dialog with other disciplines. Following the inspiration of Pierre Hadot, the model is compared with early Greco-Latin philosophy and ultimately applied to secular mindfulness-based programs in educational contexts. |
| format | Online |
| id | doab-20.500.12854ir-165097 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | MDPI - Multidisciplinary Digital Publishing Institute |
| publisherStr | MDPI - Multidisciplinary Digital Publishing Institute |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1650972025-08-12T08:01:20Z Study, Reflection, and Cultivation Deroche, Marc-Henri cultivation hearing learning reflection theory and practice three types of wisdom wisdom comparative philosophy classical Indian philosophy Advaita Vedānta Mahāyāna Buddhist philosophy sudden and gradual debates meditation theories epistemological theories models of the spiritual path Khenpo Tsultrim Lodro Larung Gar listening reflecting and meditating thos-bsam-sgom monastic education monastic governance monastic–lay relations Tibetan Buddhist revival Buddhist educational reform mindfulness modern educational systems curriculum development achievement evaluation Introvision judgement memory mental conflicts cognitive development socio-emotional development meditation neurophysiology contemplative studies Plato Socrates Buddhism Noble Path practice awakening Yogācāra Xuanzang Asaṅga Vasubandhu Tibet Nyingma Dzogchen Jigme Lingpa meta-awareness nondual Saichō threefold wisdom education compassion Tendai School Zen Dōgen Shōbōgenzō Buddhist philosophy Buddhist doctrine Buddhist meditation Tranquil Abiding Special Insight luminous nature of mind focal object discursive thought amanasikāra thema EDItEUR::Q Philosophy and Religion::QD Philosophy This special issue elucidates the articulation between discourse and experience within the development of wisdom, mainly in Buddhism, both in dialog with the West and for teaching mindfulness in contemporary education. Wisdom, as the “right view,” represents the eye or guiding principle of the path that was taught by the Buddha according to three progressive stages: (1) the “wisdom born from study”; (2) the “wisdom born from reflection”; and (3) the “wisdom born from cultivation.” Two articles explore this model in Indian Buddhism and its relationship with mindfulness, as well as in the later debates with Advaita Vedānta regarding truth and self-transformation. Three articles investigate this model further from Asaṅga and Vasubandhu in India to Xuanzang in China, and then as an educational paradigm in the Japanese school of Tendai according to Saichō, or as a heuristic device to approach mindfulness in the Zen philosophy of Dōgen. The next three articles focus on Tibetan Buddhism, considering meditation manuals as facilitating the transition from scholarship to practice and discussing mindfulness in the progressive path of wisdom versus the sudden insight of Dzogchen and how the threefold wisdom model is central to the contemporary revival of Buddhism in Eastern Tibet. The last three articles examine the threefold wisdom model in terms of its larger methodological relevance for Buddhist studies and for facilitating dialog with other disciplines. Following the inspiration of Pierre Hadot, the model is compared with early Greco-Latin philosophy and ultimately applied to secular mindfulness-based programs in educational contexts. 2025-08-12T08:01:18Z 2025-08-12T08:01:18Z 2025 book ONIX_20250812T095121_9783725831272_46 9783725831272 9783725831289 https://directory.doabooks.org/handle/20.500.12854/165097 eng image/jpeg Attribution 4.0 International https://mdpi.com/books https://mdpi.com/books/pdfview/book/10497 MDPI - Multidisciplinary Digital Publishing Institute 10.3390/books978-3-7258-3128-9 10.3390/books978-3-7258-3128-9 46cabcaa-dd94-4bfe-87b4-55023c1b36d0 9783725831272 9783725831289 256 open access |
| spellingShingle | cultivation hearing learning reflection theory and practice three types of wisdom wisdom comparative philosophy classical Indian philosophy Advaita Vedānta Mahāyāna Buddhist philosophy sudden and gradual debates meditation theories epistemological theories models of the spiritual path Khenpo Tsultrim Lodro Larung Gar listening reflecting and meditating thos-bsam-sgom monastic education monastic governance monastic–lay relations Tibetan Buddhist revival Buddhist educational reform mindfulness modern educational systems curriculum development achievement evaluation Introvision judgement memory mental conflicts cognitive development socio-emotional development meditation neurophysiology contemplative studies Plato Socrates Buddhism Noble Path practice awakening Yogācāra Xuanzang Asaṅga Vasubandhu Tibet Nyingma Dzogchen Jigme Lingpa meta-awareness nondual Saichō threefold wisdom education compassion Tendai School Zen Dōgen Shōbōgenzō Buddhist philosophy Buddhist doctrine Buddhist meditation Tranquil Abiding Special Insight luminous nature of mind focal object discursive thought amanasikāra thema EDItEUR::Q Philosophy and Religion::QD Philosophy Study, Reflection, and Cultivation |
| title | Study, Reflection, and Cultivation |
| title_full | Study, Reflection, and Cultivation |
| title_fullStr | Study, Reflection, and Cultivation |
| title_full_unstemmed | Study, Reflection, and Cultivation |
| title_short | Study, Reflection, and Cultivation |
| title_sort | study reflection and cultivation |
| topic | cultivation hearing learning reflection theory and practice three types of wisdom wisdom comparative philosophy classical Indian philosophy Advaita Vedānta Mahāyāna Buddhist philosophy sudden and gradual debates meditation theories epistemological theories models of the spiritual path Khenpo Tsultrim Lodro Larung Gar listening reflecting and meditating thos-bsam-sgom monastic education monastic governance monastic–lay relations Tibetan Buddhist revival Buddhist educational reform mindfulness modern educational systems curriculum development achievement evaluation Introvision judgement memory mental conflicts cognitive development socio-emotional development meditation neurophysiology contemplative studies Plato Socrates Buddhism Noble Path practice awakening Yogācāra Xuanzang Asaṅga Vasubandhu Tibet Nyingma Dzogchen Jigme Lingpa meta-awareness nondual Saichō threefold wisdom education compassion Tendai School Zen Dōgen Shōbōgenzō Buddhist philosophy Buddhist doctrine Buddhist meditation Tranquil Abiding Special Insight luminous nature of mind focal object discursive thought amanasikāra thema EDItEUR::Q Philosophy and Religion::QD Philosophy |
| topic_facet | cultivation hearing learning reflection theory and practice three types of wisdom wisdom comparative philosophy classical Indian philosophy Advaita Vedānta Mahāyāna Buddhist philosophy sudden and gradual debates meditation theories epistemological theories models of the spiritual path Khenpo Tsultrim Lodro Larung Gar listening reflecting and meditating thos-bsam-sgom monastic education monastic governance monastic–lay relations Tibetan Buddhist revival Buddhist educational reform mindfulness modern educational systems curriculum development achievement evaluation Introvision judgement memory mental conflicts cognitive development socio-emotional development meditation neurophysiology contemplative studies Plato Socrates Buddhism Noble Path practice awakening Yogācāra Xuanzang Asaṅga Vasubandhu Tibet Nyingma Dzogchen Jigme Lingpa meta-awareness nondual Saichō threefold wisdom education compassion Tendai School Zen Dōgen Shōbōgenzō Buddhist philosophy Buddhist doctrine Buddhist meditation Tranquil Abiding Special Insight luminous nature of mind focal object discursive thought amanasikāra thema EDItEUR::Q Philosophy and Religion::QD Philosophy |
| url | ONIX_20250812T095121_9783725831272_46 |