Tag / Pedagogy

In a recent discussion generated by Alan Wallace's bold article Distorted Visions of Buddhism: Agnostic and Atheist,  I put forward a couple claims that some of you might like to read. As my comments were a response to the topic in general, and  not anyone persons thoughts, I pass them on. Not because they are correct, not even because they are useful, but because someone somewhere might get something from them. Couple of points. First, the issue surrounding the development between the time of the Buddha and creation of the canon is perhaps not all that straight forward, as you have suggested....

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In a recent meditation class here in Hobart I was asked about taking dharma into daily life; how can we integrate that learnt in these sessions into our daily activities. That is, how can we take the insight found whilst our minds are still, and use this in our day to day activities. Good question, I thought. And shows that the inquirer is indeed interested in dharma, over and above the positive affect meditation may have for the hour or so he or she spend meditating. Such questions suggest that this person is likely to be a long-term practitioner simply because he or she sees the connection...

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A pithy turn of phrase, a quip engendering insight, all these linguistic devices are the tools of smarter men (and women) than I. Philosophy, for the most part, is not easy. It is not easy because of the hours spent frustrated by misunderstanding, or, as is more often the case, a sense of not understanding what the hell it is that you are reading. In the end, I must add, it is an experience for which one is better off for having. With the afore written in mind, and as good evidence of my point, I wanted to address the notion of clarity in philosophy. Some might argue there is, in fact, a lack...

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