Monday, February 11, 2013

New Year Poems



Should We Remember or Forget

Should we remember or forget
those happenings in life?
Even a hundred-year life span
is but a fleeting dream.
Day after day time passes by
Spring comes and Spring goes
Only the Spring inside remains. 


Nhớ và  quên


Nhớ quên chi việc ở đời
Trăm năm giấc mộng một thời mà thôi
Xuân đi, Xuân lại, ngày trôi 
Lòng Xuân miên viễn mấy khi xa rời


Spring Dreams and Aspirations

O Beloved Country
far away in the mist
of old memories
with laughters and tears
along a history of ups and downs.
The future so foggy and dim
Any helping hands?
How helpless and frustrated I am
like a lone lost swallow
singing a mystic song
among grey clouds
above green mountains
searching for its flock
to return to its nest for Spring.
Tired, bewildered wings
A lone lost swallow's intermittent chirps 

Awakened from a long dream
From afar in the mist
O Beloved Homeland

My heart heavy
longing for you 
My dreams and aspirations
Unfulfilled. 

Nỗi Niềm Xuân

Thương về đất nước mù khơi 
Khóc cười nhung nhớ nào vơi trong lòng
Cõi phù thế những long đong
Tương lai vận nước biết trông ai giờ
Giận mình kém cỏi ngu ngơ
Cô thân viễn xứ dệt thơ mơ màng
Như chim én lạc giữa ngàn
Xa bầy xa tổ xa vàn mùa Xuân
Lạc loài cánh mỏi bâng khuâng
Hư không vọng tiếng lẻ loi phương nào
Giật mình tỉnh giấc chiêm bao
Cố hương còn nặng biết bao nỗi niềm.

February 10, 2013
Lunar New Year

Wednesday, February 6, 2013

Engaged Buddhism in Australia--Part II

In Brisbane these Buddhist organizations serve people who are not necessarily from any specific ethnic group.  These activities focus on education and social welfare programs.  Every week there are Chinese lessons and culture-oriented classes for the general public.  About 10,000 children participate in such classes every year.  Some temples devote most of their time to these programs.  Temples that belong to the Phat Quang Son School in Brisbane, Perth, Melbourne hold big ceremonies on Vesak Day, so that everybody, including the natives, can join.  This enhances  understanding among various ethnic groups. An organization named Hospice of Mother Tara in western Austtralia holds public discussions about current ethical issues from Buddhist perspectives in hope that local community members may benefit and develop sound understandings.  There are also meditation retreats for those who are interested.  Since the past decade Buddhist Peace Fellowship and its branches in Melbourne and Sydney have had community educational programs about key issues for public welfare, including issues related to the rights of the Aboriginal Australians and the East Timorese, and  the impact of globalization.  These discussions also aim at solving problems through non-violent means and measures, promoting peace, nuclear disarmament, and protecting human rights for the Aboriginals.  Some of these organizations mention Buddhist teachings such as the Four Noble Truths as the driving force of their activities.  Tibetan groups , on the other hand, said that they simply carried out their Boddhisattva vows, while Chinese Buddhists mentioned that they followed their Avalokitasvara's and other compassionate Bodhisattvas' examples.  Theravada Buddhists emphasized the Eight Noble Paths (right view, right thought, right words, right action, right profession, right effort, right attention, and right meditation).  Following the Middle Way each person may enhance the quality of his/her life.  The Buddha once taught: "With such a vast understanding and wisdom, the practitioner never harms him-/herself nor others, never harms both.  S/he only thinks about what is beneficial to him-/herself, what is beneficial to others, what is beneficial to both, and to the whole world.  That way the practitioner's immense knowledge and wisdom is revealed." Other important community education activities include interfaith dialogues and conflict reconciliation.  Bhikhuni Sumedha from the International Buddhist Center in  Darwin actively participated in these multicultural and interfaith activities.  This Center promotes the idea of a harmonious society with multicultural communities.  Hence its members are engaged in national reconciliation programs with the Aboriginals. These programs are based on the fundamental philosophy of interconnectedness in Buddhism, and on the belief that if we practice this philosophy with wisdom, we can create a harmonious society.  The Tara Project in Sydney has actively been engaged in such interfaith dialogues and reconciliation.  However, not all Buddhist groups in Australia are participating in Engaged Buddhism.

Source:

Tuesday, January 29, 2013

Engaged Buddhism in Australia



Engaged Buddhism in Australia is a form of Buddhist practice which aims at relieving sufferings for all sentient beings, including the practitioners themselves.  Their Engaged Buddhist activities mainly focus on education and healthcare, but they may also extend to providing financial and emotional support to all being living in distress, oppression, and endangered situations.  There are nine categories of these activities:
1 Educating adults in the community
2 Educating children in the community
3 Supporting the sick and the dying in hospitals and hospices
4 Supporting the sick and the dying in the community, and taking care of those who have incurable diseases
5 Visiting prisoners in prisons
6 Providing emotional support and guides to the addicts
7 Raising funds to help the poor and the needy
8 Organizing lectures about human rights and against oppression
9 Humanitarian activities for plants, trees and animals
Over 96% of Buddhist organizations in Australia are engaged in community education programs.  An example is The Friends of the Western Buddhist Order with its various centers in Melbourne, Sydney, and Toowoomba in Queensland.  It organizes dharma talks for local communities to teach the causes of sufferings and how to relieve sufferings, mental health programs to teach meditation and stress management.  The Toowoomba Center offers martial arts lessons to promote physical health.  The International  Phat Quang Son/Phat Quang Mountain Organization with its branches in Wollongong, Perth, Sydney, Brisbane and Melbourne also has similar community programs.  For example, they give dharma talks, teach meditation practice, provide developmental and cultural activities and lessons about flower arrangement, calligraphy, and cooking vegetarian meals.  A temple in Perth regularly has dharma talks and discussions about Buddhist ethics and contemporary issues such as abortion, divorce, homosexuality, suicide, depression, and addiction.  The purpose is to apply what the Buddha taught to daily life to relieve sufferings according to the Four Noble Truths.

(To be continued)

Source:

http://giacngo.vn/nguyetsan/phatgiaovaxahoi/2012/01/02/7F720A/

Saturday, January 19, 2013

Some Notes About Original Buddhist Texts


Early Period of Buddhism (From the Buddha's Enlightenment to His Demise)
The Buddha was born in 566 BC, and demised in 486 BC at the age of 80.  He got enlightened at the age of 30 (in 536 BC).  During this period original suttras and vinayas were circulated orally.  Those circulated towards northern India were called Agamas; those circulated towards the south were Nikayas.  Western scholars such as Hermann Oldenberg and Rhys Davids,  have studied the Pali texts in an attempt to find out the Buddha's authentic teachings.  Their Japanese counterparts, on the other hand, compared these two groups of texts in order to find out what was the Buddha's authentic teachings.  This was the method used by such scholars as Anesaki Masaharu.  Later, Ui Kakuju not only used comparative methods, but also resorted to logical analysis of the development and the structure of Buddhist texts both in the north and in the south to trace back to what the Buddha original taught, and distinguish it from what was added later on.
It is a daunting task to try to revive the Buddha's original and authentic teachings.  The reason was that Buddhism has gone through so many ups and downs, and has become so sectarian that it became too difficult to trace back to what was originally taught by the Buddha.  Based solely on the existing present texts would not be able to provide enough persuasive evidence.

Monday, January 14, 2013

Free Access to Online Academic Materials and Social Justice

Aaron Swartz is too idealistic to survive in the current structures.  Some may label his downloading activities as stealing, but if one examines his motivation, integrity, and behaviors, one will find him a young talented dreamer who has seen the power of knowledge and the Internet, and whose thoughts and dreams are far beyond his times.  Aaron is among those who would like to challenge the limits imposed by the systems.  He chose death probably because he has found this world was not for him.


Quotes:


Sir Tim Berners-Lee - the British inventor of the world wide web
"Aaron dead. World wanderers, we have lost a wise elder. Hackers for right, we are one down. Parents all, we have lost a child. Let us weep."
Peter Eckersley, Electronic Frontier Foundation, non-profit digital rights group
"Aaron did more than almost anyone to make the Internet a thriving ecosystem for open knowledge, and to keep it that way.  While his methods were provocative, the goal that Aaron died fighting for - freeing the publicly-funded scientific literature from a publishing system that makes it inaccessible to most of those who paid for it - is one that we should all support.
Moreover, the situation Aaron found himself in highlights the injustice of US computer crime laws, and particularly their punishment regimes."
Larence Lessig, Harvard Law professor and ex-mentor
"Here is where we need a better sense of justice, and shame. For the outrageousness in this story is not just Aaron. It is also the absurdity of the prosecutor's behaviour.
From the beginning, the government worked as hard as it could to characterise what Aaron did in the most extreme and absurd way. The "property" Aaron had "stolen," we were told, was worth "millions of dollars"- with the hint, and then the suggestion, that his aim must have been to profit from his crime.
But anyone who says that there is money to be made in a stash of ACADEMIC ARTICLES is either an idiot or a liar. It was clear what this was not, yet our government continued to push as if it had caught the 9/11 terrorists red-handed.

Sources:




http://tech.mit.edu/V132/N61/swartz.html

http://tech.mit.edu/V131/N30/swartz.html




  

Tuesday, January 1, 2013

Early Buddhist Suttras - Part II


Some Characteristics of the Early Buddhist Suttras:

1. Both the Nikayas and the Agamas come from original Buddhist texts, but they have been disseminated in two geographically different regions.  They contain simple but very rich authentic Buddhist teachings.
2. Both were circulated orally for 400 years after the Buddha's demise.
3. There are a lot of narrations and repetitions in these texts.  They reflect many customs, social and religious issues, life and thoughts at the Buddha's time. 
4. They contain what the Buddha taught to the four groups of His Sangha (monks, nuns, Buddhist followers) about how to develop spiritually and how to live, behave and treat one another.  All these teachings are simple and easy to remember.
5. They contain the fundamentals in Buddhism, the core from which all other Buddhist sects developed: the Four Noble Truths, the Dependent Origination, the Eightfold Path, Impermanence, Suffering, and No Self, and the spiritual development path of Disciplines, Meditation, and Wisdom. 
6. For the first 400 years after the Buddha's demise there was no mention of Mahayana nor Theravada/Hinayana. 


Sources:
http://www.daophatngaynay.com/vn/kinh-dien/pali/12329-Khai-quat-lich-su-truyen-ba-kinh-dien-va-nhung-dac-diem-cua-kinh-tang-Nikaya.html
http://en.wikipedia.org/wiki/Hinayana
http://en.wikipedia.org/wiki/Nikaya

Saturday, December 29, 2012

Early Buddhist Suttras



The Ghandaran (in Gāndhāri) Buddhist texts are the oldest manuscripts yet discovered, dating from about the 1st century CE. They are written in Gāndhāri, and are possibly the oldest extant Indic texts altogether. They were sold to European and Japanese institutions and individuals, and are currently being recovered and studied by several universities. The Gandhāran texts are in a considerably deteriorated form (their survival alone is extraordinary), but educated guesses about reconstruction have been possible in several cases using both modern preservation techniques and more traditional textual scholarship, comparing previously known Pali and Sankrit versions of texts. Other Gandhāran Buddhist texts—"several and perhaps many"—have been found over the last two centuries, but lost or destroyed.
The texts are attributed to the Dharmaguptaka sect by Richard Salomon, the leading scholar in the field, and the British Library scrolls "represent a random but reasonably representative fraction of what was probably a much larger set of texts preserved in the library of a monastery of the Dharmaguptaka sect in Nagarāhāra."
(http://journals.cambridge.org/action/displayAbstract;jsessionid=1673A42600D30B6545689A743082C31D.journals?fromPage=online&aid=5670368)

The Nikayas and the Agamas are the early Buddhist suttras which contain what the Buddha had taught for 45 years, including His fundamental teachings about the Four Noble Truths, Dependent Origination, and No Self.  Many Buddhist scholars and historians usually consider these suttras the most authentic and reliable sources of what the Buddha actually taught.

After the Second Buddhist Council (100 years after the Buddha's demise), the first two schools Sthaviravada/Sthaviravadin (Thuong toa/Truong lao bo) and Mahasamghika (Dai chung bo) of the original Sangha continued to rely on these suttras to disseminate Buddhism orally.  Later, these first two early schools split into further divisions, and ended up numbering, traditionally, about 18 or 20 schools. 
The Sthaviras later divided into other schools such as the Sarvastivada (Nhat thiet huu bo) school and the Vibhajjavada (Phân biệt thuyết bộ, Sanskrit: Vibhajyavāda) school. The resultant Vibhajjavāda branch gave rise to a number of schools such as the Tāmraparnīya (later called Theravada), the Dharmaguptara school, the Mahisasaka school, and the Kasyapiya school.  The Mahasamghika was divided into: Ekavyaharaka, Lokottaravada, Bahusrutiya, Prajnaptivada, and Caitika.

The five Nikayas were not recorded in any written form even though they had been thoroughly reviewed and considered complete by the Tamrasatiyah (Đồng diệp bộ) sect, which belonged to the Vibhajyavada (Phân biệt thuyết bộ, the name of the Theravada school at the time) during the Third Buddhist Council.  These suttras continued to be orally disseminated in Sri Lanka by Mahinda until the Fourth Theravada Buddhist Council (83 BC), when they were recorded on palm leaves for the first time.

According to Robert Thurman, the term Nikaya Buddhism was coined by Dr. Masatoshi Nagatomi (Harvard University), in order to find a more acceptable and more neutral way than "Hinayana" to refer to the early Buddhist schools and their practice.  Nikaya is also a term used in Theravada Buddhism to refer to a subschool or subsect within Theravada.
The five Nikayas suttras include:

[Trường bộ kinh (Digha - Nikàya), Trung bộ kinh (Majhima - Nikàya), Tương ưng bộ kinh (Samyutta - Nikàya), Tăng chi bộ kinh (Anguttara - Nikàya), Tiểu bộ kinh (Khuddaka - Nikàya)]

During the Fourth (Mahayana) Buddhist Council, which took place around the second century AD under King Kanishkha, the Agamas, the Vinayas, and some Buddhist treatises were recorded in written form for the first time.

Āgama refers to a collection of discourses of early Buddhism preserved in Chinese. Sanskrit, Gāndhāri, and Tibetan translation.  Sometimes āgama is used to refer to a class of scripture.  Its meaning can encompass the Sutta-pitaka, which the Theravada tradition holds to be the oldest and most historically accurate representation of the teachings of  Buddha, together with the Vinaya-pitaka.
There are four extant collections of āgamas, and one for which we have only references and fragments (the Kṣudrakāgama). The four extant collections are preserved in their entirety only in Chinese translation (āgama: 阿含經), although small portions of all four have recently been discovered in Sanskrit, and portions of four of the five āgamas are preserved in Tibetan.

These āgama sutras correspond to the first four Nikayas (and parts of the fifth) of the Pitaka of the Pali Canon. In this sense, āgama is a synonym for one of the meanings of nikaya.  The āgamas have been compared to the Pali Canon's Nikayas by contemporary scholars in an attempt to identify possible changes and root phrasings. The āgamas' existence and similarity to the Sutta Pitaka are sometimes used by scholars to assess to what degree these teachings are a historically authentic representation of the Canon of early Buddhism.   Sometimes also the differences between them are used to suggest an alternative meaning to the accepted meaning of a suttra in either of the two recensions.
Sometimes the word āgama is used to refer not to a specific scripture, but to a class of scripture. In this case, its meaning can also encompass the Sutta-pitaka, which the Theravada tradition holds to be the oldest and most historically accurate representation of the teachings of the Buddha, together with the Vinaya.

In the 4th century Mahāyāna abhidharma work Abhidharmasamuccaya, Asanga refers to the collection which contains the āgamas as the Śrāvakapiṭaka, and associates it with the sravakas and pratyekabuddhas. Asaṅga classifies the Mahayana sutras as belonging to the Bodhisattvapiṭaka, which is designated as the collection of teachings for bodhisattvas.
There are four extant collections of āgamas, and one for which we have only references and fragments (the Kṣudrakāgama). The four extant collections are preserved in their entirety only in Chinese translation (āgama: 阿含經), although small portions of all four have recently been discovered in Sanskrit, and portions of four of the five āgamas are preserved in Tibetan.

The five Agamas include:
 The Dīrgha Āgama ("Long Discourses")/ the Dīgha Nikāya
 The Madhyama Āgama ("Middle-length Discourses")/ the Majjhima Nikāya
The Saṃyukta Āgama ("Connected Discourses")/ the Saṃyutta Nikāya
The Ekottara Āgama ("Numbered Discourses”)/ the Anguttara Nikāya
The Kṣudraka Āgama ("Minor Collection")/ the Khuddaka Nikāya

[TRƯỜNG A-HÀM  tương đương với TRƯỜNG BỘ – chép những bài pháp dài. 
TRUNG A-HÀM và TRUNG BỘ chép những bài pháp bậc trung.
TƯƠNG ƯNG BỘ tương đương với TẠP A-HÀM – chép những lời kinh có nội dung tượng tự nhau.
TĂNG NHẤT  và TĂNG CHI  – chép những bài sắp xếp theo con số. Riêng TIỂU BỘ KINH thì Pàli tạng mới có – ghi chép những câu kệ vắn tắt.]

As Walpola Rahula noted in his Gems of Buddhist Wisdom:
We must not confuse Hīnayāna with Theravāda because the terms are not synonymous. Theravāda Buddhism went to Sri Lanka during the 3rd Century BC when there was no Mahāyāna at all. Hīnayāna sects developed in India and had an existence independent from the form of Buddhism existing in Sri Lanka. Today there is no Hīnayāna sect in existence anywhere in the world. Therefore, in 1950 the World Fellowship of Buddhists inaugurated in Colombo unanimously decided that the term Hīnayana should be dropped when referring to Buddhism existing today in Sri Lanka, Thailand, Burma, Cambodia, Laos, etc. This is the brief history of Theravāda, Mahayāna and Hīnayāna.
The Theravada school remained a presence on the Indian mainland long after its establishment in Sri Lanka, however. In addition, since the time of Rahula's writing considerable evidence has emerged indicating that Theravadins and Mahayanists interacted extensively in Sri Lanka throughout the first millennium CE, so any suggestion that there was no contact between the two would be incorrect.


Sources:
http://www.daophatngaynay.com/vn/kinh-dien/pali/12329-Khai-quat-lich-su-truyen-ba-kinh-dien-va-nhung-dac-diem-cua-kinh-tang-Nikaya.html
http://en.wikipedia.org/wiki/Hinayana
http://en.wikipedia.org/wiki/Nikaya
http://en.wikipedia.org/wiki/Early_Buddhist_schools
http://en.wikipedia.org/wiki/Gandh%C4%81ran_Buddhist_Texts
http://en.wikipedia.org/wiki/Sthaviravada