Read more
Informationen zum Autor Georges B. J. Dreyfus is Professor of Religion at Williams College. He is author of The Svatantrika-Prasangika Distinction: What Difference Does a Difference Make? (coedited with Sara McClintock! 2002)! Recognizing Reality: Dharmakirti's Philosophy and Its Tibetan Interpretations (1997)! and A Recent Rediscovery: rGyal tshap's Rigs gter rnam bshad (in collaboration with S. Onoda! 1994). Klappentext "A rich and fascinating study of Tibetan monastic life, from an author who is not only a leading scholar of Tibetan Buddhism, but who spent many years as a Buddhist monk."—Donald Lopez, author of Prisoners of Shangri-La: Tibetan Buddhism and the West "Georges Dreyfus, extraordinary person and writer, gives us crucial insights into the structure and practices of higher Tibetan education as well as his own fascinating journey leading to his becoming the first Westerner to achieve the highest rank in Tibetan education. This book both peals away myths and reveals the true depths of Tibetan techniques to train the mind."—Jeffrey Hopkins, author of Emptiness in the Mind-Only School of Buddhism "A remarkable tour de force. Georges Dreyfus merges personal memoir and outstanding scholarship to draw us into the intellectual life of the Tibetan monastic college, and in so doing he transforms forever our understanding of education and the cultivation of reason in traditional and pre-modern societies. If you read no other book on Tibetan Buddhism, immerse yourself in this one and applaud."—Matthew T. Kapstein, author of The Tibetan Assimilation of Buddhism Zusammenfassung An insider's account of day-to-day life inside a Tibetan monastery, this text reveals to Western audiences the details of monastic education. Georges B.J. Dreyfus weaves together autobiographical reflections with a historical overview of Tibetan Buddhism and insights into its teachings. Inhaltsverzeichnis List of Illustrations Note on Translation and Transliteration Acknowledgments Introduction Part I. The Context 1. Tibetan Buddhism: A Brief Historical Overview 2. Tibetan Monasticism 3. Becoming a Monk: Teacher and Discipline Part II. Tibetan Scholastic Practices 4. Literacy and Memorization 5. The General Structure of the Tibetan Curriculum 6. Two Curricular Models 7. Scholasticism and Orality: Myth and Reality 8. Commentary and Meditation 9. The Supplement: Hermeneutical or Deconstructive? 10. Debate as Practice 11. Debate in the Curriculum 12. Is Debate a Mode of Inquiry? Part III. Reflections 13. Rationality and Spirit Cult 14. The Limits of the Inquiry Conclusion: Past and Future Uncertainties Notes Select Bibliography Index ...
