This book explores the hermeneutic question of how non-conceptual religious reality is conceptually interpreted in the Buddhist tradition. While interpreters of religion have to perform their task through the process of conceptualization of their subjects, religious reality is typically considered as transcending conceptual categorization. Noting this dilemmatic problem, this work discusses the issues involved in Buddhist hermeneutics. It consists of two parts, the first of which discusses possibilities and problems associated with Buddhist hermeneutics, through three different topics: two exegetic strategies of the Indian Buddhist tradition, interpretive problems in the realistic approach to Buddhism, and historicist interpretations of Buddhism in modern times. The second part examines particular interpretive approaches to reality in East Asian Buddhism, such as the Chinese meditative practice of kanhua Chan, the Korean scholar-monk Wŏnhyo’s (617–686) view on non-duality of buddha-nature, and the Japanese monk Kūkai’s (774–835) perspective on emptiness. By addressing these issues, this volume illuminates the fundamental hermeneutic challenge in Buddhism: how to deliver dharma of no dharma.

This volume deals with the complex interrelationship between theories of scriptural interpretation and Buddhist notions of tradition and authority with respect to the Sam dhinirmocana-s tra, the main scriptural source of the Yogacara school of Indian Buddhism. Of particular concern is the political dimension of Buddhist thought as reflected in this text, speculation on how the sutra might have been written in order to influence power relations in the Buddhist community, and how its arguments are structured in accordance with Buddhist ideas of tradition and authority.This study looks at the text from a number of perspectives, including several current methodological models, philological analysis, and historical considerations. The purpose of this approach is to provide a multi-faceted analysis of this complex work.

Is there a single right interpretation for such cultural phenomena as works of literature, visual artworks, works of music, the self, and legal and sacred texts? In these essays, almost all written especially for this volume, twenty leading philosophers pursue different answers to this question by examining the nature of interpretation and its objects and ideals. The fundamental conflict between positions that universally require the ideal of a single admissible interpretation (singularism) and those that allow a multiplicity of some admissible interpretations (multiplism) leads to a host of engrossing questions explored in these essays: Does multiplism invite interpretive anarchy? Can opposing interpretations be jointly defended? Should competition between contending interpretations be understood in terms of (bivalent) truth or (multivalent) reasonableness, appropriateness, aptness, or the like? Is interpretation itself an essentially contested concept? Does interpretive activity seek truth or aim at something else as well? Should one focus on interpretive acts rather than interpretations? Should admissible interpretations be fixed by locating intentions of a historical or hypothetical creator, or neither? What bearing does the fact of the historical situatedness of cultural entities have on their identities? The contributors are Annette Barnes, Noël Carroll, Stephen Davies, Susan Feagin, Alan Goldman, Charles Guignon, Chhanda Gupta, Garry Hagberg, Michael Krausz, Peter Lamarque, Jerrold Levinson, Joseph Margolis, Rex Martin, Jitendra Mohanty, David Novitz, Philip Percival, Torsten Pettersson, Robert Stecker, Laurent Stern, and Paul Thom.

This study provides a detailed study of one of the seminal works of Indian Mahayana Buddhism, the Samdhinirmocana-sutra, and also has ramifications for the study of Buddhist hermeneutics and cross-cultural studies of interpretational strategies for religious texts.

Scholars of Buddhism, themselves Buddhist, here seek to apply the critical tools of the academy to reassess the truth and transformative value of their tradition in its relevance to the contemporary world.

This study investigates how a comparison between the Catholic theologian Edward Schillebeeckx's controversial reading of Thomist philosophy and the Tibetan Buddhist Gendun Chopel's challenge to the standard Geluk teaching of Tsongkhapa's Madhyamaka philosophy might assist in rethinking conceptions of religious knowledge. Utilizing a wide variety of methodical approaches to establish an imaginary dialogue between these two thinkers, this comparison remains embodied in the thought and praxis of actual individuals, and yet still firmly embedded within the conversations and trajectories of their broader religious traditions.

TCSE-Smith, blurb (final 9 August 2013) There are 400 million Buddhists in the world. Buddhists in Australia make up 3% of the population. So why have Buddhists had so little to say about educating youth? And, can Buddhism survive in Australia without educating youth? Sue Smith in Buddhist Voices in School answers why Buddhists are reluctant to ‘go public’ on education, and how Buddhism has much to offer the critical area of enhancing the wellbeing of young people. Here she distinguishes spiritual education from religion. Using case studies of Buddhist classes in primary schools Smith shows how a community adapted Buddha-Dharma to fit with contemporary education. The book describes how Social and Emotional Learning, inquiry and experiential approaches to education fit well with the intentions of Buddhism. In these classes students learned to meditate and explored ethics through a lively selection of Jataka tales. Voices from a Buddhist community, state school teachers, parents and also students inform the narrative of this book. It is the students themselves that reveal over time how they have developed calm, focus, kindness, resilience and better ability to make choices through their participation. The author concludes that the principles and techniques used in this program make potent contributions to current pedagogy. This book will be of great value to educators, academics and all those who have interest in Buddhism and who care about how children are educated.

¿A veritable treasure trove.... Both demanding and tremendously rewarding.... The book is of high scholarly standard, but ... is clear, precise and a pleasure to read - and is certainly accessible to interested laymen. It cannot be recommended highly enough.¿ ¿The Middle Way, November 1993 ¿Each chapter in this volume is sophisticated, tightly argued, and well documented.... An important contribution to the literature on Buddhist meditation.¿ ¿Journal of Asian Studies 47 (1988)