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  • Transcendence East and West

    assumption that East is East, i.e., that we can make useful generalizations about the East. However ...to be heuristic: that is, I shall attempt to extract some ideal types from a mass of cultural ...

    David R. Loy

    |english|buddha|buddhism|

    http://www.fjdh.cn/wumin/2009/04/06320172893.html

  • Transformations of `emptiness

    meanings of sunyata. I. Introduction The ideas of "nothingness" or "...Chinese Buddhist schools: T'ien T'ai(systematized by Chih-i), and Hua-Yen (systematized by Fa-tsung)...

    Gregory K. Ornatowski

    |english|buddha|buddhism|

    http://www.fjdh.cn/wumin/2009/04/06320672897.html

  • Truth and Zen

    more abstruse. yet fascinating, topics, Rather than discuss either one of the two, I ...magician in a chemistry laboratory, I might mix together two murky, colored ...

    T. P. Kasulis

    |english|buddha|buddhism|

    http://www.fjdh.cn/wumin/2009/04/06321572903.html

  • Two types of saving knowledge in the Paali suttas

    a proposal I will make below, is offered by D.T. Suzuki. Suzuki juxtaposes ..."(10) Building on some of the suggestions from the studies cited above, I...

    Donald K. Swearer

    |english|buddha|buddhism|

    http://www.fjdh.cn/wumin/2009/04/06323072915.html

  • A Review of Metaphysics: East & West

    ofCartesian dualism. Descartes' famous dictum, cogito ergo sum(I think therefore I exist) is the climax ...obscure because of itsfoundational nature in ordinary experience, i.e., it is thevery basis upon ...

    Kenneth K. Inada

    |english|buddha|buddhism|

    http://www.fjdh.cn/wumin/2009/04/06330372938.html

  • Whitehead, Maadhyamika, and the Prajnaapaaramitaa

    blo'i mig) is completely covered by ignorance. [19] The latter -- the false vision of conventional ...which Naagaarjuna ironically says, "Those for whom there is really non-existence (i.e. the Maadhyamikas...

    Robert F. Olson

    |english|buddha|buddhism|

    http://www.fjdh.cn/wumin/2009/04/06332872949.html

  • A Study on the Pedagogy of Buddha Shakya

    school after you have graduated?" The teacher answers, "I teach you the lessons I had learned so that you may have as much knowledge as I have now. That's the reason I remain in school after I have ...

    Bhikku Musang Pobhy

    |A|Study|on|the|Pedagogy|of|Buddha|Shakya|

    http://www.fjdh.cn/wumin/2009/04/08550073754.html

  • 藏传佛教传记的主体性与空性--伊喜措嘉佛母密传的叙事研究

    Tibetan Buddhism.Vol. I, II. Boston: Wisdom Publications, 1991. 　　--Buddhabood Without Meditation: ...Robert Everett. “The Hermeneutics of Madness: A Literary and Hermeneutical Analysis of the “Mi-la’i-...

    刘婉俐

    |佛学论文|因明|五明|

    http://www.fjdh.cn/wumin/2009/05/06342380500.html

  • 变革社会中的社会心理：转换、失调与调适

    构成要素对个人的影响以及群体内个人之间相互影响的制约关系及其功能。从功能作用的角度对社会心理机制进行剖析，社会心理过程可视为心理动力、心理压力、心理互动、心理取向的作用过程，即：I．社会动机(心理动力)...机制分项I——V组合为矩阵如下(见下页)： 　　矩阵中列出的各类社会经济体制，都以纯粹的形态出现。社会心理机制的各分项尽管在实际的功能作用过程中具有并存性和继起性，这里只以社会动机为起点逐项研究。社会...

    叶小文

    |五明研究|

    http://www.fjdh.cn/wumin/2009/08/08325388985.html

  • 突厥碑铭所见黠戛斯与突厥回鹘关系考

    269;dïm. az [b]o[dunuγ altï]m…… ičgärtim. 当我二十六岁时，鞠部（Čik）同黠戛斯人一起与我们为敌。我渡过剑河（...;i tilädim. čölgi az äri bultum. äšidtim: az yir yaqïnï bir ...

    王洁 杨富学

    |五明研究|

    http://www.fjdh.cn/wumin/2010/01/22052097093.html
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