Journal of religious culture = Journal für Religionskultur
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5 c
Svami Vivekananda i buddizm
(2000)
Moderne Hindus verwenden die Bezeichnung Hinduismus in einem positiven Sinn. Sie gilt nicht mehr als lästige Fremd-, sondern als identitätsstiftende Selbstbezeichnung. Der historisch wirksamste Ideologe dieser neuen, man muß fast sagen genuinen Hinduismusbewegung, ist der in Kalkutta gebürtige Narendra Nath Datta (1863-1902). Dieser hochbegabte Sohn einer angesehenen Juristenfamilie wurde Schüler von Ramakrishna, dem glühenden Verehrer und Priester der Göttin Kali. Als Sannyasi erhielt er den Namen Swami Vivekananda und gründete den hochberühmten Ramakrishna-Orden. ...
5 b
Modern Hindus use the term 'Hindu' in a positive sense. It is no more a derogatory appellation used by foreigners and oppressors, but a powerful self chosen name. The historically most valid ideologue of that positive Hindu understanding is Narendra Nath Datta (1863-1902). This highly talented son of a regarded lawyer family in Calcutta became disciple of Ramakrishna, the flaming son and priest of the goddess Kali and greatest religious virtuoso in the 19th century. Becoming a sannyasin Narendra received the title and name Swami Vivekananda; after the death of his master he set up the famous Ramakrishna Order. ...
5 a
Moderne Hindus verwenden die Bezeichnung Hinduismus in einem positiven Sinn. Sie gilt nicht mehr als lästige Fremd-, sondern als identitätsstiftende Selbstbezeichnung. Der historisch wirksamste Ideologe dieser neuen, man muß fast sagen genuinen Hinduismusbewegung, ist der in Kalkutta gebürtige Narendra Nath Datta (1863-1902). Dieser hochbegabte Sohn einer angesehenen Juristenfamilie wurde Schüler von Ramakrishna, dem glühenden Verehrer und Priester der Göttin Kali. Als Sannyasi erhielt er den Namen Swami Vivekananda und gründete den hochberühmten Ramakrishna-Orden. ...
4
Many religious people believe that the integration of world society is of the greatest importance for mankind. They think that the religions of the world should strive to attain this goal through multi-religious agreement, through inter-religious dialogue, even through the merger of their organisations. Religious unification is supposed to be an effective instrument to encourage world society and to guarantee social peace. Religious differentiation, however, is dubious to these people. It would lead to social splintering and would ultimately be anti-social and extremely dangerous, especially to the economic unification of the world. The people who advocate religious unification look upon the progressing cultural, political and economic unification of the world as a model for religious unity. Therefore, many religious people believe that a unified global religion, or at least a union of world religions, should be implemented today. Options of this kind, however, are utopian in the extreme - confronting the ever-expanding conflicts between the established international religious organisations. Pragmatists who espouse the doctrine of religious unification therefore propagate the following fundamental tenets: 1. All religious people believe in the same god or whatever the ultimate reality may be called. 2. Each religion may believe in the ultimate reality in its own way. 3. No religious community is allowed to make converts. 4. Everybody should remain in his original religious community forever. These tenets are in reality nothing but a kind of a cartel agreement. And this agreement should establish an inter-religious combine, which had to stop competition between the religious organisations and to prevent the individual to leave his original religion. The basic supposition of this concept, however, is that religion today has mainly to be seen as an organised, congregational and institutionalised one. And because of this historical error they are only interested to keep the status quo of the established religious organisations. The propagation of that cartel agreement is rooted in the fear, that the established religions wouldn't survive the radical religious revolution at the end of the 20th century.
49
The origin of the religious experience, says Vivekananda, is man's instinctive urge to transcend the sensual world. He believes that man is a compound of two fundamental ele-ments: sense arid mind. While through the senses he receives impressions of the objective world, he cannot remain satisfied with his senses, simply because he wants to go beyond them. Therefore, through his mind, at certain moments he transcends the limitations of the senses. But he also transcends the power of reasoning. He then comes face to face with the facts which he could never have sensed, could never have reasoned out. According to Vivekananda, this fact is the main basis of all the religions of the world. ...
27-07
The primary aim in establishing Dolma Ling Institute is to raise the education standard and improve the opportunity for nuns to study advanced Buddhist philosophy and doctrine. During the Tibetan Women's Association fourth working committee meeting in Dharamsala in October, 1992, His Holiness the Dalai Lama said, " In our society , we have as a legacy from the past the notion that nuns engage in ritual only and do not study Buddhist texts. This should be changed." His Holiness has in this way been urging the nuns to study higher Buddhist philosophy, in order to gain a deeper knowledge of Buddhism. Whenever His Holiness visits the Tibetan nunneries, he takes the opportunity to ecourage them to study. Dolma Ling Institute is specifically non sectarian and intented to provide nuns from all lineages with the opportunity to study to develop their full academic and spiritual potential. The crucial purpose of the overall project is to allow scholastically gifted nuns to attain the highest level of religious studies, that is the Geshe degree. This much respected degree has up until now only been attained by monks. Enabling women to participate in the study course leading to this goal will give them the confidence to take on roles as teachers and leaders within the communities. ...
167
The aim of this study is to examine the different grades students’ understanding levels of the concept of religion in elementary education. A total of 107 different grades students taken from elementary schools were asked the concept in using open ended question developed by the researcher. Obtained data showed that students couldn’t understand the concept correctly and scientifically and the majority of the students had a misconception about the concept such as worshipping, worships, being ethical, ethical behaviours and obligatory behaviours. Furthermore, some students had specific conceptual confusions about the concept.
238
15 b
The Hindu Buddha according to the theology of the Bengali Vaishnava Acharya Bhaktivedanta Swami
(1999)
In the broad Indian religious culture we find two basic concepts of the inner structure of the Holy. The Advaita religion believes in the 'not-two' will say absolute 'oneness' of the ultimate reality. The Dvaita religion yet believes in 'two' will say the dual structure of the whole. Nevertheless, the latter one is no radical dualism because it recognises nothing to be outside the last reality. It is a kind of 'dualist monism' and insofar fundamentally different to West Asian and European moderate or radical dualism. The Dvaita religion experiences the inner structure of the Holy as everlasting dynamic relation of the whole and its parts. As a rule, the representation of the whole is the personal God, mostly called Bhagavan. The representations of the parts are the soul or jivas. Mostly following the idea the whole being a personal God the Dvaita religion is something like theism; yet, it is an Indian or Hindu theism teaching that the Godhead comprises within herself souls and matter, too. By the way, many of the jivas aren't conscious of their role within the Holy. They erroneously take themselves for empty monads and believe that they would get their realisation only by implementing themselves with 'matter'. Experiencing in this concern the uselessness of matter, the maya energy of the Godhead, they can get the true consciousness of their role as divine co-players in the inner divine play or lila. ...
153
When we observe today’s world, we can safely say that tensions and clashes still continue and that some of them arise from interreligious and intercultural conflicts. In search of a safer future world, man, naturally, looks for a solution. In this context, it is thought that empathic communication model will contribute greatly to the reduction of prejudices and to the formation of a healthy interreligious and intercultural dialog process. The aim of this study is to draw attention towards the importance of learning and teaching of empathic communication skills as a procedural method in interreligious and intercultural relations. In this study, emphasis was placed upon communication conflicts and prejudices and contributions that empathic communication can make in the reduction of prejudices were outlined.
27-11
Jetsun Lochen Rinpoche was presumably born in 1865 and died in 1951 and was one of the most famous female religious masters in traditional Tibet. Among her various religious roles were those of pilgrim, professional singer of manis (mani pa), healer, a messenger from the land of the dead (‘das log), yogini, nun, lineage-holder, visionary, performer of miracles (siddha), emanation, treasure-finder, religious teacher and head of a nunnery. In short, she had all the signs and charisma of a holy person. She was popularly known as Jetsun or Ani Lochen (A ne Lo chen), and among her several other names Rigdzin Chönyi Sangmo (Rig ’dzin chos nyid bzang mo) was frequently used. The main textual source regarding Jetsun Lochen Rinpoche’s life is her autobiography (271 folios). Lochen was repeatedly requested by her disciples to tell her life-story, but only in 1937, when she was requested by Drubchen Dawa Dorje Rinpoche (Grub chen Zla ba rdo rje rin po che), whom she recognized as the reincarnation of her root-lama Pema Gyatso (Padma rgya mtsho, 1829-1889/90), did she consent. Although she started telling her life-story in 1937, she abandoned the project and apparently did not take it up again until about twelve years later, in 1949, when she again was requested by Drubchen Dawa Dorje and four named diciples. Lochen told the story of her life up to the 25th day of the 11th month of 1949. The nun-teacher Thinlay (rGan ‘Phrin las) wrote the draft and it was completed by Dawa Dorje Rinpoche. ...