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This rare sutra, ancient but timely, has long been treated with circumspection because of its liberal attitude toward sexuality and other ethical concerns. One of the original statements of the early Mahayana School, it is here collated from Chinese and Tibetan translations, and from passages that remain in the original Sanskrit. Originally part of a larger sutra on the six perfections that included the well-known perfection of Wisdom sutra, the Skill in Means sutra explicates the other five perfections of the bodhisattva. The translator has traced its source to verses of the Ratnagunasamcaya-gatha that have no counterpart in the Perfection of Wisdom. The Skill in Means is also found as part of the Ratnakuta collection of sutras, under the title The Question of Jnanottara`.In Part One, this Sutra establishes the liberal, even anti-monastic observance of Bodhisattva ethics, especially in matters of sexual involvement, introducing `skill in means` into the fabirc of Buddhist ethical life. Parts Two and Three constitute a reinterpretation of the life of the Buddha, demonstrating his motivation by `skill in means`; this is a primary source for the Buddhology of the Mahayana.The older and newer versions are translated side by side; extant Sanskrit passages are included. An introduction places the text in historical and literary prospective. There are copious notes, indexes and a bibliography.
This book provides a new way of understanding Buddhist thought. He argues that Buddhism is best understood as a philosophy of practice-or a metapraxis-and that terms such as emptiness non self, and nirvana refer less to metaphysical principles than to skillful teachings that help people cultivate compassion and mindfulness. Each section of the book focuses on a debate over philosophical justification and the problem of trying to establish a fixed doctrine in Buddhist and reveals an on-going debate.
Skilful means' is the key principle of Mahayana, one of the great Buddhist traditions. I illuminates a core working philosophy essential for any complete understanding of Buddhism.
“A terrific introduction to the Buddha’s teachings.” —Paul Blairon, California Literary Review This indispensable volume is a lucid and faithful account of the Buddha’s teachings. “For years,” says the Journal of the Buddhist Society, “the newcomer to Buddhism has lacked a simple and reliable introduction to the complexities of the subject. Dr. Rahula’s What the Buddha Taught fills the need as only could be done by one having a firm grasp of the vast material to be sifted. It is a model of what a book should be that is addressed first of all to ‘the educated and intelligent reader.’ Authoritative and clear, logical and sober, this study is as comprehensive as it is masterly.” This edition contains a selection of illustrative texts from the Suttas and the Dhammapada (specially translated by the author), sixteen illustrations, and a bibliography, glossary, and index. “[Rahula’s] succinct, clear overview of Buddhist concepts has never been surpassed. It is the standard.” —Library Journal
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Today, information and technological developments grow at a rapid pace. Social and political life becomes more and more complicated and, in this process, active citizenship becomes more essential. Knowledge-driven changes in society and economies require individuals to quickly acquire new skills. Otherwise, it is increasingly difficult for employees to adapt to business life and to find a job. Education has to take account of these circumstances, adapt to the rapid developments in the world and educate individuals to continue lifelong learning. For this, skills such as active and independent learning, assertiveness, creativity, self-improvement, lifelong learning are important. Skill teaching differs from knowledge teaching. Skill is the transfer of knowledge to practice. This process involves a learning process that requires the steps of researching, planning, controlling and correcting. The knowledge should be organized, integrated, transferred into practice, mental and physical resources should be activated, and knowledge use should be demonstrated in practice in order to improve the skill. This book contributes to the teaching of skills and includes basic concepts and skills, language skills, science and mathematics skills, psycho-social skills and visual arts skills. It also explains how to teach skills, how to prepare for activities and how to implement activities in educational settings. These applications are intended to draw attention to skill teaching, to raise educators, to increase the success of education, to improve the skills of students, and to enable them to use the skills they have learned in school outside of school and in complex tasks.
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This book brings together theoretical and empirical approaches to second language (L2) fluency and provides a state-of-the-art overview of current research on the topic. The strength of the volume lies in its interdisciplinarity: the chapters approach fluency from non-traditional starting points and go beyond disciplinary boundaries in their contributions. The volume includes chapters investigating fluency from an L2 perspective and integrates perspectives from related fields, such as psycholinguistics, sign language studies and L2 assessment. The book extends the common foci and approaches of fluency studies and offers new perspectives that enable readers to evaluate critically existing paradigms and models. This encourages the development of more comprehensive frameworks and directs future L2 fluency research into new areas of L2 learning and use.