Methodological Introduction

This chapter explores some of the methodological issues that arise from studying Buddhist ethics. It gives an overview of the four noble truths, and it argues that Buddhist ethical theory is grounded in the Buddhist metaphysical outlook captured by dependent origination, selflessness, and impermanence. It further argues that Buddhist ethics is an attempt to solve the ubiquity of suffering that is grounded in these three characteristics of reality, and that this solution is reflected in the eightfold path. Also addressed are the six realms of transmigration on the Buddhist Wheel of Life, and their applications to the forms of suffering.

The Four Noble Truths

The four noble truths are the foundation of all of Buddhist thought, and especially ethical thought. This chapter examines Buddhist insight into the ways that suffering pervades every aspect of our lives, and the importance of the many different levels of suffering, including suffering from shame, suffering of change, and suffering of pervasive conditioning. The chapter also covers the Buddhist account of the origins of suffering, from the three pathologies of primal confusion, attraction, and aversion. Finally, it addresses the aspects of the eightfold path, and its applications as a way to attain the cessation of these forms of suffering.

Understanding the relevance of Dhammapada in modern mind: A conceptual study

Lord Buddha was the great preacher of non-violence and humanism. Dhammapada is an essential treatise on Buddhism. It regards as the most concise expression of Buddha's teachings from ancient to the present day. After the passing away of Lord Buddha, Arhants were accumulating to exercise his teaching. They collected some poetic speeches and many pieces of advice of Buddha, which is known as Tripitaka. We find Dhammapada as a part of Khuddaka Nikāya of the Sutta pitaka. Dhammapada is a reflective and poetical thought in Buddhist literature. Today we are facing different kinds of challenges. Especially the new generation becomes intolerant and violent because they are confused and sometimes, they are misguided. They do not have a clear path in their lives. As a result, they become frustrated. This paper attempts to show how the Dhammapada can become a significant and essential text to reduce the aggressive manifestation of intolerance from the early to modern-day. This paper also focuses on some positive teachings of Lord Buddha, such as 'Four Noble Truths, 'Eight-Fold Paths,' 'Pratitya samudpāda,' which offer definite ways to be patient and tolerant some extent.

Three Turnings of the Wheel of Doctrine (Dharma-Cakra)

The three turnings of the “wheel of doctrine” (dharma-cakra) is a Buddhist concept that has its origins in the Discourse Explaining the Thought (Saṃdhinirmocana-sūtra), a 3rd–4th century Indian Mahāyāna work. According to the schema described in this text, in the first turning the Buddha laid out fundamental precepts such as the four noble truths and dependent arising. The Buddha subsequently taught a second wheel, comprising the Perfection of Wisdom (Prajñā-pāramitā) discourses and related works, in which the teachings of the first wheel were subjected to the critique of emptiness (śūnyatā): the Buddha corrected the false impression some followers had developed that his words have a privileged truth status and transcend the limitations of mundane words and concepts. But in so doing he moved some followers toward an extreme of nihilism. And so in the third wheel he differentiated what is and is not being negated. This framework, only sketchily outlined in the Sūtra, was later extended and reinterpreted by Buddhist exegetes, most often as a polemical and sectarian strategy by which they valorized their own doctrines and preferred scriptures and relegated those of rivals to lower status while still acknowledging them as valid teachings of the Buddha delivered for the benefit of particular types of trainees with specific proclivities. In some tantric sources, Vajrayāna is characterized as part of the third wheel. As with the Discourse Explaining the Thought’s formulation, the tantric version of the three wheels presents them as sequential, with each requiring the others. Subsequent wheels build on and correct misconceptions in earlier ones, and the schema construes each successive dispensation as more profound than the preceding one(s) and as better representing the Buddha’s final thought.

Development of Cognitive Learning Model based on Four Noble truths under the Office of the Secondary Educational Service Area

This research article aims to study 1) The cognitive learning condition of students under the Office of the Secondary Educational Service Area 2) Development of cognitive learning model according to the four noble to 3) to propose the cognitive learning model according to the Four Noble Truths. The study model is quantitative and qualitative research. The sample consists of 398 students and focus group discussion participated by 9 experts and document analysis. The results of the research are as follows: 1. The study results of cognitive learning conditions of students overall is a very good level, all found are the memory, interpretation, apply, discriminant analysis, valuation, and creativity respectively. The results of the students' development of cognitive learning models according to the Four Noble Truths consist of 1) cognitive learning ,there are 6 learning components; 2) learning according to Four Noble Truths, namely (1) determining problems (2) hypotheses (3) analyzing data (4) experimenting and collecting data. 3) The creative learning paradigm consists of 4 areas: (1) learning from experiences (2) learning life skills (3) learning information technology skills (4) brotherhood teaching Activities 3. The cognitive learning model according to the Four Noble Truths consists of: 1) Learning goals 2) Learning theory concepts that integrate with new knowledge 3) Realizing learning 4) Being able to apply knowledge to it which can be used appropriately for the age and current situation and 5) Learning paradigm in the modern world.

Model of Teaching and Learning Management according to the Four Noble Truths for Primary School Students under the Bangkok Metropolitan Administration

The objectives of this research articles were 1) to study problems and obstacles in teaching and learning management according to the Four Noble Truths for primary school students under the Bangkok Metropolitan Administration, 2) to study the process of learning and teaching development according to the Four Noble Truths for primary school students under the Bangkok Metropolitan Administration, and 3) to propose a model of teaching and learning management according to the Four Noble Truths for primary school students under the Bangkok Metropolitan Administration. Mixed methods research was used for the design. Quantitative data was collected from 345 samples and analyzed by descriptive statistics using percentage, mean and standard deviation and qualitative data were collected by interview 10 key informants and focus group discussion with 10 experts. The results of the research showed that 1) conditions, problems and obstacles in teaching and learning according to the Four Noble Truths of primary school students in the Bangkok Metropolitan Administration, it was found in 5 aspects which were (1) curriculum, (2) learning process, (3) learning and teaching materials, (4) learning activities, and (5) assessment. Considering each aspect in descending order showed that learning activity was shown at a high level of opinion. In teaching materials, it was found at a high level of opinion, and the curriculum was at a high level. The learning process was at a moderate level of opinion, and in assessment was at a low level, respectively. 2) The process of learning and teaching development according to the Four Noble Truths through 5development processes which were the 1st Process was suffering (problem determination) problem condition and cause of suffering, the 2nd process was a cause or hypothesis, development of analysis and the process of finding suffering, the 3rd process was results, collecting data and experimental methods to prove the hypothesis, there was a planning to solve the problem, the 4th process was solution to develop an analysis according to the principle categorize data to classify problems, and the 5th process was to summarize the results of integrated learning with the Four Noble Truths. 3) A model of teaching and learning management according to the Four Noble Truths was proposed 5 STEPS LEARNING which consisted of Model 1 was to search for knowledge, formulate problems and ask questions; Model 2 was to make hypotheses, analyze causes of problems, and seek the cause of suffering particularly teaching form; Model 3 was a method of thinking, creating a learning model in connection with objectives to concept to cause and effect, building knowledge from concept, theory and practice, and distinguish categories sort data that links through various processes; Model 5 was to summarize from 4 models according to the Four Noble Truths which could be utilized for the peaceful integrated Buddhist education for sustainability

The Epistemology of Yogic Perception: Dignāga – Dharmakīrti’s School

One of the specific features of Indian philosophical thought in comparison with Western tradition is its addressing the subject of yogic and contemplative prac­tices. The article focuses on the interpretation of yogic experience in terms of Buddhist epistemology (pramāṇavāda – the teachings on the instrument of valid cognition). The concept of yogic perception (yogipratyaksha), which dates back to the Buddhist philosopher Dignāga, later becomes the subject of pan-Indian philosophical debates. The author analyzes the Buddha’s teachings on the Four Noble Truths as an object of yogic perception. If, according to Dignāga, yogic perception grasps its object directly, beyond its verbal elucidation by teachers, while the Noble Truths are transmitted through the Buddha’s word, the question arises as to how can they constitute the object of direct apprehension? The article proposes to understand yogic perception in the light of the three stages of under­standing in Buddhism: 1) śrutamayī (consisting in hearing) – the memorization from the words of teacher; 2) cintāmayī (consisting in reflection) – a critical ana­lytical discourse about the form and meaning of what was learned at the previous stage; and finally, 3) bhāvanāmayī (consisting in contemplation) – an individual appropriation of the ideas analyzed at the previous stage in meditation. The author argues that, according to this algorithm, only the intellectual mastering of Buddha’s teachings can shape a mindset that brings forth yogic liberating in­sight – the goal of the Buddhist soteriological aspirations