Buddha-Nature: Through the Eyes of Go rams pa Bsod nams seng ge in Fifteenth-Century Tibet

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LibraryDissertationsBuddha-Nature: Through the Eyes of Go rams pa Bsod nams seng ge in Fifteenth-Century Tibet

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|BookToc=ABSTRACT._____________________________________________________________ iii
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|BookToc=*{{i|ABSTRACT|iii}}
ACKNOWLEDGEMENTS________________________________________________ viii
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*{{i|ACKNOWLEDGEMENTS|viii}}
INTRODUCTION.________________________________________________________ 1
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*{{i|INTRODUCTION|1}}
General Introduction__________ 1
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**{{i|General Introduction|1}}
Past Scholarship and Dissertation Focus......................................................................................................4
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***{{i|Past Scholarship and Dissertation Focus|4}}
Research Strategy and Methodology............................................................................................................. 8
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***{{i|Research Strategy and Methodology|8}}
Introduction to the Sdom Gsum Kha Skong.................................................................................................10
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***{{i|Introduction to the ''Sdom Gsum Kha Skong''|10}}
The Topical Outline o f the First Chapter o f the Sdom Gsum Kha Skong.............................................13
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***{{i|The Topical Outline of the First Chapter of the ''Sdom Gsum Kha Skong''|13}}
CHAPTER I-B R IE F HISTORY OF THE SA SKYA SCHOOL_________________ 20
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*{{i|CHAPTER I - BRIEF HISTORY OF THE SA SKYA SCHOOL|20}}
‘Khon Family Lineage_________________________________________________ 20
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**{{i|'Khon Family Lineage|20}}
Sa chen Kun-dga ’ snving-oo.........................................................................................................................22
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***{{i|Sa chen Kun-dga’ snying-po|22}}
Slob-dpon Rin-vo-che Bsod nams rise mo...................................................................................................24
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***{{i|Slob-dpon Rin-po-che Bsod nams rtse mo|24}}
Rie btsun Rin vo che Grass pa rgval mtshan.............................................................................................. 25
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***{{i|Rje btsun Rin po che Grags pa rgyal mtshan|25}}
Sa skva PandJta Kun dgq ’ rgval mtshan......................................................................................................26
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***{{i|Sa skya Pandita Kun dga' rgyal mtshan|26}}
‘Gro mgon Chos rgval 'Phags oa................................................................................................................ 30
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***{{i|'Gro mgon Chos rgyal 'Phags pa|30}}
Ngor E warn Chos Idan and Ngor chen Kun dgq ’ bzang po......................................................................33
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***{{i|Ngor E wam Chos Idan and Ngor chen Kun dga' bzang po|33}}
Nalendra and Rons ston Shes bva kun rig...................................................................................................34
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***{{i|Nalendra and Rong ston Shes bya kun rig|34}}
The Tshar pa and Tshar chen Bio gsal rgva mtsho....................................................................................35
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***{{i|The Tshar pa and Tshar chen Blo gsal rgya mtsho|35}}
Other Important Monasteries___________________________________________ 37
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**{{i|Other Important Monasteries|37}}
Sa Skya College in India_______________ ..... ___________________________ 39
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**{{i|Sa Skya College in India|39}}
CHAPTER U -BIO G RA PH Y OF GO RAMS PA______________________________42
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*{{i|CHAPTER II - BIOGRAPHY OF GO RAMS PA|42}}
Accounts of Go rams pa’s Life _________________________________________42
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**{{i|Accounts of Go rams pa's Life|42}}
Go rams p a ’s Birth....................................................................................................................................... 43
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***{{i|Go rams pa's Birth|43}}
Entering into the Religious Life and Early Studies.....................................................................................44
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***{{i|Entering into the Religious Life and Early Studies|44}}
Youthful Travels and Studies in Central Tibet............................................................................................ 45
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***{{i|Youthful Travels and Studies in Central Tibet|45}}
Higher Studies with Many Great Masters.................................................................................................. 46
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***{{i|Higher Studies with Many Great Masters|46}}
Receiving Ordination o f a Full Monk (Bhiksu)..........................................................................................50
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***{{i|Receiving Ordination of a Full Monk (Bhiksu)|50}}
Persuaded from Returning Home................................................................................................................ 50
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***{{i|Persuaded from Returning Home|50}}
Propagating the Teachings o f Buddha........................................................................................................52
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***{{i|Propagating the Teachings of Buddha|52}}
Establishment o f a Monastic College..........................................................................................................57
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***{{i|Establishment of a Monastic College|57}}
His Death and Relics.................................................................................................................................... 59
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***{{i|His Death and Relics|59}}
His Disciples.................................................................................................................................................. 64
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***{{i|His Disciples|64}}
 
CHAPTER I H - GO RAMS PA ’S OBJECTS OF REFUTATION.________________66
 
CHAPTER I H - GO RAMS PA ’S OBJECTS OF REFUTATION.________________66
 
PARTI._________________________________________________________________ 66
 
PARTI._________________________________________________________________ 66

Revision as of 11:47, 29 May 2020

Buddha-Nature: Through the Eyes of Go rams pa Bsod nams seng ge in Fifteenth-Century Tibet
Dissertation
Dissertation

Abstract

This dissertation explores the evolving interpretation and understanding of the Buddha-nature in Fifteenth-Century Tibet, through the eyes of Go rams pa Bsod nams seng ge (1429-1489), a prominent scholar of the Sa skya school of Tibetan Buddhism. The previous work of European and American scholars in this field have led to our general understanding of Buddha-nature as an innate potential for enlightenment that lies within all sentient beings. The concept of Buddha-nature provides the primary answer to a question with which all Mahāyānists have been philosophically concerned, throughout history: are all sentient beings capable of attaining Buddhahood? The Mahāyāna, more specifically, Madhyamaka theory of Buddha-nature answers the question unequivocally: "Since all sentient beings possess Buddha-nature they are guaranteed to achieve the state of Buddhahood." This research has been mostly limited to the interpretations of Indian and Chinese texts and to a study of only certain Tibetan schools. This dissertation seeks to fill the gap in present scholarship by analyzing the systematic thought of Go rams pa, who set out to provide a critical analysis, explain the internal coherence, and map out the organization of diverse Indian and Tibetan interpretations of this complex idea. I demonstrate in two fundamental ways that Go rams pa developed an unique view of Buddha-nature in two ways: First, I explore the facts Go rams pa's interpretation of Buddha-nature that contribute to his unique perspective. Second, I analyze his opponents' views on the subject thereby illuminating its distinctive features in an historical context. Throughout this study, I deploy a comparative apparatus considering the different views that Go rams pa thought was wrong. Given this fifteenth-century debate, we realize that the understanding of Buddha-nature is subtle and complicated; yet this study is vital to explicate its implications. I conclude that according to Go rams pa, Buddha-nature is to be understood as unity of the emptiness of the mind and clarity which is the nature of mind.

Citation Jorden, Khenpo Ngawang. "Buddha-Nature: Through the Eyes of Go rams pa Bsod nams seng ge in Fifteenth-Century Tibet." PhD diss., Harvard University, 2003.