Showing posts with label Thich Nhat Hanh. Show all posts
Showing posts with label Thich Nhat Hanh. Show all posts

2021/09/06

Buddhist Christianity from Christian Alternative Books

Buddhist Christianity 




Buddhist Christianity

A wide-ranging, searching and partly autobiographical argument that it is reasonable and beneficial to combine definitely Christian and Buddhist commitments.
Synopsis | Reviews (7)
Paperback £14.99 || $24.95

Aug 27, 2010
e-book £6.99 || $9.99


978-1-78099-085-9
Buy e-book
Ross Thompson

Synopsis


It is possible to be a Christian Buddhist in the context of a universal belief that sits fairly lightly on both traditions. Ross Thompson takes especially seriously the aspects of each faith that seem incompatible with the other, no God and no soul in Buddhism, for example, and the need for grace and the historical atonement on the cross in Christianity. Buddhist Christianity can be no bland blend of the tamer aspects of both faiths, but must result from a wrestling of the seeming incompatibles, allowing each faith to shake the other to its very foundations. The author traces his personal journey through which his need for both faiths became painfully apparent. He explores the Buddha and Jesus through their teachings and the varied communities that flow from them, investigating their different understandings of suffering and wrong, self and liberation, meditation and prayer, cosmology and God or not? He concludes with a bold commitment to both faiths.
==

Cynthia Nichols
5.0 out of 5 stars Clear, potent, terrific writing
Reviewed in the United States on April 6, 2013
Verified Purchase
For anyone who finds vital meaning in both Christianity and Buddhism, anyone interested in intelligent ways to reconcile their differences while foregrounding their real affinities, this is a great read. Not for fundamentalists--Thompson's understanding of Christianity is more from the mystical and nonliteral traditions.
5 people found this helpful
Helpful
Report abuse
warlock
5.0 out of 5 stars Five Stars
Reviewed in the United States on January 1, 2018
Verified Purchase
this book got me back on my first path--bhuddism
One person found this helpful
Helpful
Report abuse
See all reviews
Top reviews from other countries
Hayo B.E.D. Krombach
1.0 out of 5 stars Title and content are different and do not match.
Reviewed in the United Kingdom on September 18, 2020
Verified Purchase
I received a book today with the title 'Buddhist Christianity: A Passionate Openness', by Ross Thompson. This title I had ordered. However, inside the cover is another book with the title 'Cromwell was Framed: Ireland 1649'. It is a different book, which I hadn't ordered from you.

Please provide me with a new book where the text matches the title: Buddhist Christianity.... I request this new item without incurring further costs or having to return the useless one I got today.

I am sure there are more of these misprinted copies.

I hope Amazon can agree to this.

Best,

Hayo B.E.D. Krombach
Report abuse
Ray
4.0 out of 5 stars Interesting perspective
Reviewed in the United Kingdom on December 3, 2013
Verified Purchase
This is a very interesting book, especially being written by a CofE clergyman. It is such a complex subject, that it is always good to have perceptions challenged, and to look at the issues from a different viewpoint, so I found it very valuable, even if I did find that there are a number of non sequiturs in parts of the book. It is also very readable, so I would recommend it to anyone who is even mildly interested in the subject
3 people found this helpful
Report abuse
Ray V
3.0 out of 5 stars Informative and Thought-provoking
Reviewed in the United Kingdom on December 7, 2012
Verified Purchase
This is a personal account of the author's spiritual pilgrimage. I liked his thoughts about the basic identity of the spiritual heart of both faiths. I found parts of it tedious, mainly because I am not very interested in deep philosophical theology either of the Buddhist or of the Christian variety. However, I found myself warming to the more emotional and instinctive parts, and also learning a bit more about Buddhism.
2 people found this helpful
Report abuse
==

Double belonging: Buddhism and Christian faith

(NCR photo/Teresa Malcolm

Paul F. Knitter, author of Without Buddha I Could Not Be a Christian, is Paul Tillich Professor of Theology, World Religions and Culture at Union Theological Seminary in New York City. He is a leading advocate of globally responsible interreligious dialogue and author of more than 10 books on the subject. In this, his newest book, he writes very personally, sharing his struggles with his Christian faith while relating how his study of Buddhism -- and his own Zen practice -- has helped him through this struggle.

NCR readers familiar with Buddhism or other Eastern practices and religions will find this book both refreshing and rewarding. It is unusual for a Catholic theologian to write as personally as Knitter has done in this book. I spoke with him recently about his Catholic faith and the Buddhist thought and practice that have entered into his thinking and life as he has worked in the field of interreligious dialogue.

Fox: Do you consider yourself to be a Christian?

Knitter: Oh, I definitely do. I was born a Catholic in Chicago, grew up and entered the seminary. I consider myself to be a Christian, especially in its Roman Catholic form.

Would you say that you’re a Buddhist Catholic or a Catholic Buddhist?

Definitely the noun is Catholic or Christian; the adjective is Buddhist. My primary identity is Christian.

As a Catholic theologian, what is your relationship officially with the church?

I think I’m a pretty reputable member of the Catholic Theological Society of America. I’m a practicing Catholic. My relationship with the church is, as far as I can judge, good.

To be straightforward and honest, I have received some general admonitions from Pope Benedict when he was Cardinal Joseph Ratzinger. In a book on dealing with other religions, he mentioned me as one of the people who represent a tendency that could easily slip into relativism. I’m working in an area that is quite controversial, namely how Christianity can understand itself in the light of other religions.

In your book you speak of “double belonging.” Just what does that mean?

Double belonging is being talked about more and more now, both in the theological academy and in the area of Christian spirituality. I think it’s the term that is used when more and more people are finding that they can be genuinely nourished by more than one religious tradition, by more than their home tradition or their native tradition.

How widespread is double belonging?

I wouldn’t say it is for general consumption, but in areas of Europe and North America, I think that the number of people who are serious about practicing their faith are finding that some degree of double belonging is becoming more and more a part of their lives.

Why such a broad interest today in Buddhism among Christians?

There’s no one answer. In the book, I quote a friend of mine, Fr. Michael O’Halloran, who is formerly a Carthusian monk and now a priest here in the New York archdiocese. He is also a Zen teacher. Michael once told me that Christianity is long on content but short on method and technique. So I think Buddhism is providing Christians with practices, with techniques, by which they can enter more experientially into the content of what they believe.

What are the needs among Christian believers that you think Buddhism is addressing?

I hope I’m not generalizing here too much, but I think a lot of it has to do with the dissatisfaction that many of us Christians feel with a God who is all out there, a God who is totally other than I, the God who stands outside of me and confronts me. I think we’re searching for ways of realizing the mystery of the divine of God in a way in which it is more a part of our very selves.

I think Christians are searching more for a way of experiencing and understanding God in a unitive way, or what I say in the book is a “non-dual way,” where God becomes a reality that is certainly different than I am, but is part of my very being.

Buddhism does not affirm the existence of God. It has been described as an “atheistic” religion. How can it have significance for a theistic religion like Christianity?

We’ve got to be really careful with how we use the term “atheistic.” Clearly Buddhism does not affirm the existence of a personal God, but I think the better term would be “non-theistic” rather than “atheistic.” It’s not denying God, but if I may put it this way, the Buddha and so much of Buddhism is much more concerned with experiencing ultimate reality rather than defining and naming it.

When you ask a Buddha, “What is it that you are part of when you are enlightened, or when you experience nirvana?” one of the terms or images that are used is sunyata, which means emptiness. That’s not a very good translation but it’s the word they use to identify that ultimate reality is not an entity, a being, but rather it is what they call the interconnectedness of everything. Or as the Vietnamese monk Thich Nhat Hanh uses the term for ultimate reality, “interbeing.”

Buddhism has helped me to rediscover, to deepen what it means when, in the New Testament -- maybe it’s the only definition of God that we find in the New Testament -- when it says that “God is love.”

I think what Buddhism means by “interbeing” helps me appropriate what in our Christian terminology we mean when we say divine reality is love, and then that sets the stage for me -- and I think for many Christians -- for reappropriating one of our central symbols for God, spirit.

So for me now when I say the word God, what I image, what I feel, thanks to Buddhism, is the interconnecting spirit -- this ever-present spirit, this ever-present, interconnecting energy that is not a person, but is very personal, that this is the mystery that surrounds me, that contains me, and which I am in contact with in the Eucharist, in liturgies, and especially in meditation.

Buddha was enlightened; Jesus was divine. That’s a big difference, isn’t it?

Yes. It’s a big difference. When one looks at, first of all, the language that we Christians use to talk about the mystery of Jesus the Christ, perhaps the two primary words that we use -- or doctrines that we attest to -- are Jesus is Son of God and Jesus is Savior. Now those two terms, Son of God, Savior, are beliefs. These expressions are our attempt to put into words what is the mystery of God.

All of our words are our efforts to try to say in words what can never be fully said in words. In other words, we’re using symbols, we’re using metaphors, we’re using analogies. This goes straight back to St. Thomas Aquinas and to my teacher, Karl Rahner. All of our language is symbolic.

So when the Catholics say that Jesus came to save us, we are not saying just that?

We’re saying something that is very true, something that tries to express what we have experienced, but we can never capture the full reality of it in those words. Again, to use the Buddhist image that is often used, our words are like fingers pointing to the moon -- not the moon itself. Words can never be fully identified with the reality that they are indicating.

You write that Catholics need an eighth sacrament. Explain that.

This has been perhaps one of the key elements that I and many others have learned from Buddhism: the importance of silence. It is in some form of meditation we recognize that the mystery of God is something that cannot be appropriated simply by thought.

This fits into our Catholic sacramental theology. We say that every sacrament contains matter and form. So the matter in the sacrament of silence is our breath, being aware of our breath, being one with our breath, doing nothing else but breathing.

A number of times in the book, you quote Thich Nhat Hanh, the Vietnamese monk. You write, echoing Nhat Hanh, that in order to make peace, we have to be peace. Reversing Pope Paul VI’s statement, you state that if we want justice, we have to seek peace. Is that right?

My wife and I spent much of the ’80s and the ’90s working in El Salvador for peace during the war. So we have been activists throughout our lives -- peace activists, social activists. But when I look back at that activism I am aware of how so often our actions were filled with a certain verbal violence.

We had to resist, we had to confront the evil structures. And there are evil structures, but something was missing for me. What was missing was captured in an experience I had back in 1986 or ’87 when I did a Zen retreat with Roshi Bernie Glassman.

I said to him during this retreat that we were going down to El Salvador to try to do something to stop the terrible death squads. He said: “Right, you have to stop the death squads, but you also have to meditate because you will never stop the death squads until you realize your oneness with them.”

That is the experience that Buddhism calls us to, this deep, personal experience of our interconnectedness with all beings, even those whom we have to oppose as oppressors, as perpetrators of evil. We are one with them. This is what Thich Nhat Hanh means when he says that we have to be peace within ourselves. We have to overcome our egos and realize our connectedness with all beings.

You’ve written, “For Buddhists, selfishness is not so much sinful as it is stupid.” Explain.

This is an aspect, I think, that is especially appreciated, or needed, by many Christians. For Buddhism, and I would want to say for Catholicism as well, our fundamental nature is good. Our fundamental nature is the Buddha nature, namely we are part of the interconnected whole, called to be aware of it, and to act out of compassion.

But our problem is that we are not aware of this. Because we’re not aware of this, because we think we are separate individuals rather than part of the interconnected whole, we think we have to protect ourselves. We think we have to gain things in order to establish our identity and, therefore, we act selfishly. We’re acting selfishly, not because we are fallen, not because we are evil in our natures, but because we are ignorant.

You’ve written that in the future, Christians will be mystics or they will not be anything at all. What do you mean?

That is a loose quotation from my teacher, Karl Rahner. What he was getting at is this: There are so many challenges and so many difficulties that we face that unless our identities are based on our own personal experience of God, as part of them, of Christ, as their very being, they are not going to be able to find the strength and the stamina and the wisdom to hang in there.

You’ve written that Buddhism has helped you peer into the mystery beyond death. What about death and life afterwards?

That was perhaps, for me, the most helpful, but maybe the most controversial part of my book. Buddhism tells us that here in this life our true identity, our true happiness, is to move beyond our individuality. I think that resonates with the word, “Unless a grain of wheat genuinely falls into the ground and dies, it will not bear fruit.” Buddhism has led me to look more deeply into what that passage means or what Jesus means when he said, “You will not find yourself unless you lose yourself.”

This has brought me to recognize something that for me seems to be more satisfying, namely that the life that awaits me after I die is going to be an existence that is going to be beyond my individual existence as Paul Knitter. I will live on, but I will not live on probably as Paul Knitter. In other words, our life in the future life after death is a form of existence that is beyond individuality. That doesn’t mean we’re annihilated; that doesn’t mean we don’t exist, but we will exist in a totally transformed, trans-individual existence.

[Thomas C. Fox is NCR editor and can be reached at tfox@ncronline.org.]





===



How the Buddha became a Christian saintJuly 13, 2020 5.58am AEST


Author
Philip C. Almond

Emeritus Professor in the History of Religious Thought, The University of Queensland
Disclosure statement

Philip C. Almond does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.
Partners



University of Queensland provides funding as a member of The Conversation AU.

View all partners


We believe in the free flow of information
Republish our articles for free, online or in print, under Creative Commons licence.Republish this article

Email
Twitter66
Facebook3.8k
LinkedIn
Print


From the 11th century onwards, the Legend of Barlaam and Josaphat enjoyed a popularity in the medieval West attained perhaps by no other legend. It was available in over 60 versions in the main languages of Europe, the Christian East and Africa. It was most familiar to English leaders from its inclusion in William Caxton’s 1483 translation of the Golden Legend.

Little did European readers know that the story they loved of the life of Saint Josaphat was in fact that of Siddhartha Gautama, the Buddha, the founder of Buddhism.
The ascetic life

According to the legend, there reigned in India a king called Abenner, immersed in the pleasures of the world. When the king had a son, Josaphat, an astrologer predicted he would forsake the world. To forestall this outcome, the king ordered a city to be built for his son from which were excluded poverty, disease, old age and death.

But Josaphat made journeys outside of the city where he encountered, on one occasion, a blind man and a horribly deformed one and, on another occasion, an old man weighed down by illness. He realised the impermanence of all things:

Join 160,000 people who subscribe to free evidence-based news.Get newsletter


No longer is there any sweetness in this transitory life now that I have seen these things […] Gradual and sudden death are in league together.

While experiencing this spiritual crisis, the sage Barlaam from Sri Lanka reached Josaphat and told him of the rejection of worldly pursuits and the acceptance of the Christian ideal of the ascetic life. Prince Josaphat was converted to Christianity and began to practise the ideal of the spiritual life of poverty, simplicity and devotion to God.
Scenes from the Story of Jehosophat from the Bible. Augsburg, G. Zainer, c.1475. Harvard Art Museums/Fogg Museum, Gift of Paul J. Sachs

To forestall his quest, his father surrounded him with seductive maidens who “tantalised him with every kind of temptation with which they sought to arouse his appetites”.

Josaphat resisted them all.

After the death of his father, Josaphat remained determined to continue his ascetic life and abdicated the throne. He journeyed to Sri Lanka in search of Barlaam. After a quest lasting two years, Josaphat found Barlaam living in the mountains and joined him there in a life of asceticism until his death.
A great saint

Barlaam and Josaphat were included in the calendars of saints in both the Western and Eastern churches. By the 10th century, they were included in the calendars of the Eastern churches, and by the end of the 13th century in those of the Catholic church.
Saints Barlaam and Josaphat, Jacques Callot’s Calendar of Saints, c.17th century. Harvard Art Museums/Fogg Museum, Gift of William Gray from the collection of Francis Calley Gray, by exchange

In the book we know as The Travels of Marco Polo, published around the year 1300, Marco gave the West its first account of the life of the Buddha. He declared that — were the Buddha a Christian — “he would have been a great saint […] for the good life and pure which he led”.

Read more: Netflix ‘Chinese Game of Thrones’ charts the life of Marco Polo – so who was he?

In 1446, an astute editor of the Travels noticed the similarity. “This is like the life of Saint Iosaphat”, he declared.

It was, however, only in the 19th century the West became aware of Buddhism as a religion in its own right. As a result of editing and translating of the Buddhist scriptures (dating from the first century BCE) from the 1830s onwards, reliable information about the life of the founder of Buddhism began to grow in the West.The Sacred Bodhi Tree. Smithsonian American Art Museum, Gift of Chicago Society of Etchers

Then the West came to know the story of the young Indian prince, Gautama, whose father – fearful his son would forsake the world – kept him secluded in his palace. Like Josaphat, Gautama eventually encountered old age, disease and death. And, like Josaphat, he left the palace to live an ascetic life in quest of the meaning of suffering.

After many trials, Gautama sat beneath the Bodhi tree and finally attained enlightenment, thereby becoming a Buddha.

Only in 1869 did this new-found knowledge in the West about the life of the Buddha lead inescapably to the realisation that, in his guise as Saint Josaphat, the Buddha had been a saint in Christendom for some 900 years.
Intimate connections

How did the story of the Buddha become that of Josaphat? The process was long and complicated. Essentially, the story of the Buddha that began in India in the Sanskrit language travelled east to China, then west along the Silk Road where it was influenced by the asceticism of the religion of the Manichees.

It was then transposed into Arabic, Greek and Latin. From these Latin versions it would be translated into various European languages.

Years before the West knew anything about the Buddha, his life and the ascetic ideal which it symbolised were a positive force in the spiritual life of Christians.
Gautama Buddha seated on a lotus throne, c.1573-1612. © The Trustees of the British Museum, CC BY-NC-SA

The Legend of Barlaam and Josaphat demonstrates powerfully the intimate connections between Buddhism and Christianity in their commitment to the ascetic, meditative and mystical religious life.

Few Christian saints have a better claim to that title than the Buddha.

In an era where the Buddhist spirituality of “mindfulness” is very much on the Western agenda, we need to be mindful of the long and positive history of the influence of Buddhism on the West. Through the story of Barlaam and Josaphat, Buddhist spirituality has played a significant role in our Western heritage for the last one thousand years.

History
Religion
Christianity
Silk Road
Saints
Buddha
Sainthood

Before you go...

Producing evidence-based journalism comes at a cost. At a time when Australian media is in crisis, The Conversation produces trusted news coverage written by experts and we rely on donors to keep our lights on. If you value us, please show us by becoming a monthly donor.

Give today
Misha Ketchell

Editor


===
CAN A CHRISTIAN BELIEVE IN NO-SELF?
ON BEING ENGLISH TEACHER FOR A ZEN MASTER

​Can a Christian be a Buddhist, Too?
Jay McDaniel


Many years ago, when I was in seminary, I had the unusual experience of living in two religious worlds simultaneously: one Christian and one Buddhist.

In the mornings I would take classes on Christianity under the guidance of gifted seminary professors, all of whom were preparing me to become a minister.  And then, in the afternoons, I would serve as the English teacher for a Zen Buddhist monk from Japan, who had recently completed his monastic training in Kyoto, having had the satori (enlightenment) experience with help from his Zen master.

For a young seminarian fresh out of college, my year as an English teacher for this Zen monk – now my good friend - was a very intense year.   I would leave morning classes thinking about the self's relation to God as understood in the Gospel of John, deeply steeped in the richness of a Christian path.  Then I would visit with a Zen monk in the afternoon, talking about Zen, and wondering if the self and God even existed.  He is pictured below.

One day in seminary illustrates the whole year.  I remember going to chapel in the morning, before class, and singing Amazing Grace along with my fellow seminarians.   I felt enveloped in God’s love.  That afternoon I then discussed with my Zen friend the meaning of the well-known koan "What is the sound of one hand clapping?"  He explained that there is no rational or formulaic answer, but that there is an "answer" and that it has to do with not having a self separated from the world.  He and I were always talking about the Buddhist idea of no-separate-self, or 
anatman.

I left our discussion wondering if Jesus had a self in the first place, and if God had one as well.  Maybe they, too, exemplifiedanatman.  Maybe they could hear the sound of one hand clapping because their selves, like that of a good Zen Buddhist, were empty of substance and completed by the world.  It seemed to me that the whole year was like this: trying to link the amazing grace of God’s love with the sound of one hand clapping.  

Of course this year did not emerge in a vacuum.  For me, it emerged as the outcome of a rather deep search, not simply for Christian identity, but for a living Christian faith.  I was myself surprised to find that Buddhism might help me find that faith.

I had first become interested in Buddhism during my senior year in college.   I was looking for an alternative to a form of fundamentalist Christianity into which I had briefly fallen; and I found that alternative in the writings of the late Catholic writer, Thomas Merton.   You will see photos of him on the right.  He was a monk living in a monastery in Gethsemane, Kentucky, who wrote voluminously on many topics, including war and peace, social justice, contemplative prayer, mysticism, and Buddhism.  Merton’s interest in Buddhism struck a chord in me because I, like he, was drawn to forms of spirituality that emphasize "letting go of words" and "being aware in the present moment."   Protestant Christianity often seemed too wordy to me.  Buddhism pointed to a world beyond words.

One reason I especially liked Merton was that he was sensitive to the fact that Christianity, too, points to a world beyond words.  It points to the world of other living beings who are to be loved on their own terms and for their own sakes, who cannot be reduced to the names we attach to them; and it also points to the world of divine silence as experienced in the depths of contemplative prayer.  Merton turned to Buddhism as a way of deepening his own understanding of the wordless, trans-theological dimensions of Christianity, and with his help I did the same. 

Under the influence of Merton's writings, then, I began to take courses in world religions during my first year in seminary, even as I also took course in biblical studies, the history of Christianity, and Christian theology.   At this stage, my interest in Buddhism was satisfied primarily through books and lectures in these courses.  Growing up in a middle-class Protestant setting in Texas, I had not really known a Buddhist, much less a Zen Buddhist, in a personal way.  I had known cowboys.

All this changed when I was asked by one of my professors to be the English teacher for the monk from Japan.  My professor was a professor of world religions named Margaret Dornish, and I was taking a course on Buddhism under her.   Her request, and my acceptance of it, changed my life.  The monk’s name was Keido Fukushima, and he was being sent to the United States by his master in Japan to learn English and to learn about America.   My assignment was to meet with him every day for one full year, teach him English, and also take him to numerous sites throughout southern California, from malls to monasteries.  Indeed, I myself was to be part of the experience for him.  In meeting me and getting to know how young people think, he would be meeting an "American."  I tried my best to be an “American” for him, but I am sure that I was, at best, a middle-class Texan.   I worried, along with Dr. Dornish, that I would be teaching Keido Fukushima to speak English with a Texas accent.

I quickly learned that my student, whom I was told to call Gensho, had already had seven years of English as a student in Japan.   I later learned that Gensho means young monk and that I was calling him "young monk" the whole time.  This was odd, because he was ten years my senior, but it never seemed to bother him.   In any case, he was being sent to the United States, not to learn English, but rather to brush up on English, so that he could return to Japan and field questions from Americans about Zen.  Given his facility with the language, our agreement was that I would teach him English by having him explain Zen to me.  Thus, we spent hours upon hours talking about Zen and Buddhism. 

As soon as we began talking about Zen, he explained to me that the best way to understand Zen is to undertake a daily practice of Zen meditation, or zazen.  Under his guidance I did take up that practice, and I have been doing it ever sense.   It introduced me to that world beyond words -- the world of pure listening -- that had led me to be interested in Zen in the first place.  Twenty years of Zen meditation is at least part of the experience that I bring to this website.  The other part is twenty years of teaching Buddhism and Asian religions to college undergraduates.

But Gensho's explanations of Zen did not stop with discussions or with zazen.   The wisest teachings he gave me in those days were the gleam in his eye, his ever-present sense of humor, and his kindness.  These activities were for me then, and are for me now, living Zen.  Dead Zen is what you get in books, and perhaps even books like this.  Living Zen is what you get when you are face to face with a Zen person or, still more deeply, with life itself.  As Gensho would often say, the ultimate koan is not the question: "What is the sound of one hand clapping?"   It is life itself.  It is how you respond to what presents itself: the birth of children, the death of loved ones, the caress of your beloved, the beauty of sunsets, the murder of innocents, the laughter of friends, the hunger of the child.    When you respond with wisdom and compassion in the immediacy of the moment, you have become living Zen.  Your life is your sermon.  You are like the dog and cat in the photo: present in the present moment, true to your Buddha-nature in all its particularity.

With his help, then, I came to realize that Zen is not about arriving at another place called nirvana, but rather about arriving at the place where we start -- namely the present moment -- and living freely in the here-and-now of daily life.  Zen is among the most down to earth and concrete religions I know.  It is very bodily and practical.  For this reason I think Zen can enrich the incarnational emphasis of Christianity, which likewise finds the infinite in the finite, the sacred in the ordinary, the word in the enfleshedness of daily life.   Living Zen can help Christians enter more deeply into that form of living to which we aspire: life in Christ.

As I was spending my afternoons and many an evening with Gensho, my more conservative friends in seminary worried a little about me.  They knew that Zen Buddhists do not often speak of God and that faith in God is not part of the Zen world.   And they worried that I myself was falling into a dual religious identity.  One of them called it "double religious belonging."

I was not comfortable with this phrase.  Even as I felt like I was experiencing two different worlds each day, I did not feel that I belonged to two countries and had two passports.  Rather I felt like one person who was receiving nourishment from two intravenous tubes: one the dharma of Buddhism and the other the wisdom of Christ.   I borrow this metaphor from a wonderful Zen teacher in the United States, Susan Jion Postal.  Intuitively I knew the two medicines were compatible, but I was trying to figure out how they were compatible with my mind.  Moreover, I knew that if I had to choose one medicine over another, I would choose Christ.  I was not all Buddhist and all Christian, or half Buddhist and half Christian, but rather a Christian influenced by Buddhism.  Fortunately, the two fluids did indeed feel compatible and mutually enriching, so I wasn't forced to choose.  Each had a healing quality that could add to the other.

What, then, was the healing quality of Christianity?   Of course it has a lot to do with God and with the healing power of faith in God.  Part of this healing quality can be described if I go into greater detail about the chapel service in seminary, when we sangAmazing Grace.   When I sang along with the others, I felt that there was indeed a grace at hand, both in the lyrics and the melody and in the people singing it.   We were somehow together in a communion of love, even as we were different persons.  I sensed that there is a mysterious and encircling presence -- a sky-like mind -- in which we live and breathe and have our being, and that this mind is amazingly graceful.  We can live from this grace and even add to it.

For my part, I felt this grace most vividly, not in ideas learned from books, but in the gifts of personal relationships, in the beauty of the natural world, in the depths of dreams, in hopes for peace, in the silence of the soul, in the eyes of animals, in the mysteries of music, and in acts of lovingkindness.  There is something beautiful in our world, even amid its tragedies.  For me, this beauty is God.  God is the lure toward beauty in the universe, plus more.  And God is in the beauty, too.  The beauty of the world is God's body.

Admittedly, even in seminary, I did not always envision God as a male deity residing off the planet.  Neither did my professors, especially those who were process theologians.  With their help I arrived at a way of thinking about God that has made sense to me ever since.  They helped me see that the universe is not outside God, like a servant seated far beneath a throne on which sits a king; but rather inside God, like developing embryos are inside a womb, or schools of fish are inside an ocean, or clouds are inside the sky. 

My professors called this perspective pan-en-theism: a phrase which was coined in the nineteenth century, and which literally means that everything-is-in-God even as God is more than everything.  It seemed to me then and seems to me now that pan-en-theism is closer to the truth of amazing grace.   Grace is not something we approach from afar, like a throne on which sits a king, but rather something that is "always already here" as pure gift.  Just as the ocean is "always already here" for a fish swimming in it, so grace is "always already here" for human beings.  Our task, as humans, is to awaken to what is always already here.

I have said that from a pan-en-theistic perspective God is more than everything added together.   This is certainly the case for process theologians.  Just as an ocean is more than all the fish swimming in it, so God is more than our experience of God.  Imagine a fish swimming off the coast of the Gulf of Mexico in North America, and imagining that he knew everything about the ocean, including what it is like off the coast of New Zealand and South Africa and the Arctic.  This fish would be equating its own experience of God with the whole of God. 

Unfortunately, this is what I did during my senior year in college when I was a fundamentalist.  I was pretty sure that I knew the whole of God and that others who disagreed with me were wrong.   And this is why I am so glad to have discovered Thomas Merton, who helped me realize that the divine ocean is always more than our experience of it and we can lie back gently into its waters.   From Merton I learned about God the more-ness, and about how silent listening was profound way to be connected with this God.

Oftentimes in seminary before I went to sleep at night, I would pray to the divine more-ness.   Not only the contemplative prayer that Thomas Merton describe, but also the more traditional prayer of address that is at the heart of so much lived religion.   I would open my heart to the divine ocean and say “Please be with them O Lord” or "I am so sorry, God" or "Thank you, it is so beautiful" or "May all beings be happy."    Indeed, in times of sadness, I would also pray the harder prayers, the lamentations and protests, such as "Why did you let this happen?" and "Where are you, anyway?" and "Why have you forsaken me?"  These were for me a kind of primal speech of the heart, more like poetry than prose.   They were reaching out into the vastness of a mystery beyond my imagination, yet present even in its absence.

At first I felt a little guilty about these harder prayers.  I knew that you find this kind of praying in the Bible quite often, in the Psalms for example, but for some reason I thought I was supposed to be nicer to God than the biblical authors.  Thankfully, my professors explained that all these ways of praying are authentic if they come from the heart, because the divine ocean is big enough and powerful enough to receive and absorb all doubts, pains, sufferings and even all sins. 

How did they know this?  Most of them appealed to experience and also to Jesus.  In the minds of most of my teachers, Jesus was not a supernatural figure who descended to the earth from above, but rather a man among men whose opened heart revealed a special aspect of God: namely God's open-hearted reception of the world into the divine life, with a tender care that nothing be lost.  If we imagine God as an ocean, they said, then let us imagine Jesus as a fish among fish, whose opened heart reveals the Empathy and Eros of ocean itself.  Jesus was, as it were, a window to the divine.  I liked to think of Jesus as one of those fish with especially shining eyes.   You would look into his eyes and see the ocean.  Its name was not power or control or fear.  Its name was compassion.   You could feel this ocean every time you listened to other fish and cared for them.  You could feel it when you had compassion for yourself, too.  It was a very wide ocean, without boundaries, and somehow people saw it in the eyes of Jesus.   Not his alone, of course, but also in the eyes of others.

Of course not all eyes reveal compassion.  Some are all about power and control.  People with power-hungry eyes have somehow lost sight of their capacities for vulnerable love.  Their victims need our special love and care, and our hope that somehow the journey of live continues afterwards, so that their hearts find peace.  And those with power-hungry eyes need our love, too.  This is a teaching of Buddha and Jesus.  We must not draw boundaries around love.

I think that the ocean of compassion is also an ocean of listening.  It is affected by everything that happens all the time: omni-vulnerable, like a man on a cross.  I had a few friends in seminary, and I have many friends now, who do not believe in prayer.  Some of my friends in the college where I teach don't believe there is a divine ocean in the first place.  They believe that the great receptacle in which the universe unfolds is an empty space rather than an amazing grace, more like a vacuum than an opened heart.  And, of course, they may be right.  When it comes to the mystery within which we all swim like fish in the sea, we all see through a glass darkly.   No one can grasp the ocean, not even Christians.

Additionally, I have more religious friends who do indeed believe in a divine mystery of sorts, but who do not believe it receives prayers.  They see the mystery more like an energy or force which can act upon things, but which cannot be acted upon.  It has the power to give, but not to receive.  Our task, they say, is to do the will of God, they say, cognizant that God does not need us in any way.  For these friends, God is more like the male deity residing off the planet than an ocean of compassion.  He stands above the earth, watching from time to time, and intervening from time to time, but he would do just fine if the earth and the whole universe ceased to exist.

For my part, I have no objection to other people imagining God as a male deity residing off the planet.   I think we need many different images of God in our imaginations, and that this image is one among many that can help us.   I have met people whose lives have been empowered to deal with great suffering, with great courage, through this image of God.  But I do indeed have a problem with people who imagine this male deity as having the power to give but not to receive; the power to issue commands but not to empathize; the power to act in the world, but not to be acted upon by the world.   When God is imagined in this way, we have, as the philosopher Whitehead once put it, rendered unto God that which belongs to Caesar.   

I'm with Whitehead.  A God who lacks the power to receive, who doesn't need the world in any way, is too monarchical.  He is a lot like Caesar but not much like Christ.   When I say "God" in this column I mean the Christ-like God as opposed to the Caesar-like God.   I mean the God who is present to each living being on our planet and throughout the universe with a tender care that nothing be lost.   I mean the God who is filled by the universe, just as an embryo fills a womb, or stars fill a dark and starlit sky, or fish fill the sea.  I mean the God whose face is compassion not power, whose body is the world itself.  I mean the God who is an ocean.  The God whom Christians see revealed, but not exhausted, in the healing ministry of Jesus.

Faith in God is trust in the availability of fresh possibilities.  And life in God lies in being present to each situation in a kindly way, open to surprise, honest about suffering, and seeking wisdom for daily life.   I saw this kind of faith in "Gensho."  He did not have an image of God in whom he placed that faith.  When God becomes an ocean, we must sit loose with images, too, lest we make idols of them.  Still we can have faith in something more, maybe even someone more: someone who listens and seeks our well-being.   This is a faith to which I am drawn, moment by moment, as I try to walk with Christ, with help from Zen.

​​
Picture
see also:


===

A Look at Christianity, Through a Buddhist Lens

By Peter Steinfels
Oct. 9, 2009

https://www.nytimes.com/2009/10/10/us/10beliefs.html

Five decades ago, Paul F. Knitter, then a novice studying to become a Roman Catholic priest, would be in the seminary chapel at 5:30 every morning, trying to stay awake and spend time in meditation before Mass.

Last Wednesday, at the same hour, he was sitting on his Zen cushion meditating in the Claremont Avenue apartment he occupies as the Paul Tillich Professor of Theology, World Religions and Culture at Union Theological Seminary in New York.

A few hours later he was talking about his pointedly titled new book, “Without Buddha I Could Not Be a Christian” (Oneworld). The book is the outcome of decades of encounters with Buddhism — and of struggles with his own faith.

Born in 1939, Mr. Knitter began his path to the Catholic priesthood at age 13, studied theology in Rome during the years of the Second Vatican Council, was ordained in 1966, completed a doctorate in Germany and began a long and influential career as a scholar addressing questions of the relationship between Christianity and other world religions.


He received permission to leave the priesthood in 1975, taught for many years at Xavier University in Cincinnati and after his retirement was invited to Union Theological.

“Am I still a Christian?” he asks in his new book. It is a question posed over the years by others, including some unhappy officials in the Vatican. But the question, he writes, is also “one I have felt in my own mind and heart.”

“Has my dialogue with Buddhism made me a Buddhist Christian?” he writes. “Or a Christian Buddhist? Am I a Christian who has understood his own identity more deeply with the help of Buddhism? Or have I become a Buddhist who still retains a stock of Christian leftovers.”

The struggles Mr. Knitter is writing about are not the familiar ones about sexual ethics, the role of women or the failures of church leaders.

His focus here is on what he calls “the big stuff”: What does it really mean for Christians to profess belief in an almighty “God the Father” personally active in the world, or in Jesus, “his only-begotten Son” who saved humanity through his death and bodily resurrection, or in eternal life, heaven and hell?

ADVERTISEMENT

Continue reading the main story

However much he tried, Mr. Knitter found that certain longstanding Christian formulations of faith “just didn’t make sense”: God as a person separate from creation and intervening in it as an external agent; individualized life after death for all and eternal punishment for some; Jesus as God’s “only Son” and the only savior of humankind; prayers that ask God to favor some people over others.

Mr. Knitter’s response, based on his long interaction with Buddhist teachers, was to “pass over” to Buddhism’s approach to each of these problems and then “pass back” to Christian tradition to see if he could retrieve or re-imagine aspects of it with this “Buddhist flashlight.”

He was not asserting, as some people have, that religions like Christianity and Buddhism are merely superficially different expressions of one underlying faith.

On the contrary, he insists they differ profoundly. Yet “Buddhism has helped me take another and deeper look at what I believe as a Christian,” he writes. “Many of the words that I had repeated or read throughout my life started to glow with new meaning.”

Those new meanings will unsettle many Christians, as Mr. Knitter recognizes, even as they address difficulties felt by many others. This will vary, of course, from issue to issue. Mr. Knitter’s translation of Buddhist meditation into a call for a Christian “sacrament of silence” may be readily welcomed. His search for a “non-dualistic” understanding of God and the world may be only leading him through Buddhism back to Thomas Aquinas.

“Perhaps I could have come onto these insights without Buddhism,” he said Wednesday. Yet even in those cases he often expresses these insights in language that will be debated, like God as “InterBeing” or “Connecting Spirit.”

When his comparison between “Jesus the Christ and Gautama the Buddha” leads him to conclude that both are “unique” saviors but not sole or final ones, he is treading, as he well knows, in a theological minefield.

ADVERTISEMENT

Continue reading the main story

One can predict that this book will receive instant condemnation from people who feel their duty is to protect Christian doctrine from wandering off course.

One can also predict that those condemnations will, in turn, make others hesitant to voice more nuanced, thoughtful criticism out of fear of piling on.

Mr. Knitter and his book deserve better. It is easy to draw up a list of substantial criticisms. For one thing, Mr. Knitter’s Christianity comes laden with all the impurities of popular piety and workaday theology while his Buddhism seems to be that of the best and the brightest.

Some readers may detect the reflex of the lifelong recovering cleric in his recoiling from whatever might appear to be patriarchal or excluding. And most important are questions about the nature and use of religious language for pointing to a mystery that can never be captured in human words.

Yet serious critics, no matter how major their differences, will not be able to ignore the enormous, almost disarming honesty of this book. Mr. Knitter admits his painful puzzlements and conducts his search for answers out in the open. He does not hide behind academic abstraction but writes clearly and personally and leaves himself open to correction.

Although he argues for a kind of religious “double-belonging,” he does not hesitate to ask whether this is ultimately a kind of promiscuity — or, as one of his students put it, “spiritual sleeping around.”

Mr. Knitter doesn’t believe so. But he has written his book in part to see whether fellow Christians agree.

ADVERTISEMENT

Continue reading the main story

Will his “double-belonging” resonate sufficiently within his own faith community that he can continue to consider himself a Buddhist Christian? Or if not, as he explained this week, will he feel obliged to recognize himself as a Christian Buddhist?

One need not have a stake in that outcome to find “Without Buddha I Could Not Be a Christian” a compelling example of religious inquiry.

A version of this article appears in print on Oct. 10, 2009, Section A, Page 20 of the New York edition with the headline: A Look at Christianity, Through a Buddhist Lens. Order Reprints | Today’s Paper | Subscribe

2021/07/15

Finding God in the Body: A Spiritual Path for the Modern West eBook : Riggs, Benjamin: Amazon.com.au: Kindle Store

Finding God in the Body: A Spiritual Path for the Modern West eBook : Riggs, Benjamin: Amazon.com.au: Kindle Store

Finding God in the Body: A Spiritual Path for the Modern West Kindle Edition
by Benjamin Riggs  (Author)  Format: Kindle Edition
4.6 out of 5 stars    35 ratings

Length: 219 pages Word Wise: Enabled Enhanced Typesetting: Enabled 
Page Flip: Enabled Language: English Age Level: 10 - 18

That we all want to live meaningful, happy lives is self-evident. The question is, how? Finding God in the Body answers this question with action, spiritual practice.

Finding God in the Body draws from the wisdom of the world's traditions--Buddhism, contemplative Christianity, Judaism, and Twelve-Step spirituality--to present not a smorgasbord, but a synthesized, modern view of embodied spirituality. It turns inward to examine the human condition, meeting personal suffering with heartfelt insight and transformative practice. It steers clear of the wishful thinking, unfounded beliefs, and cynicism that define much of the spirituality genre.

Ben Riggs leaves no stone un-turned, addressing each stage of the journey as he explores the space between fundamentalism and atheism to uncover a spirituality that resonates with the Western mind. Then he binds that view to an actionable path of self-analysis, prayer, and meditation, which introduce the reader to the God of the body.

This book is a much-needed addition to the corpus of spiritual literature, and a must-read for all modern seekers. Purchase your copy today.
____________________________
"In Finding God in the Body, Ben Riggs shows us the possibility of experiencing God as an intimate, intensely personal, and deeply affecting presence. Within our bodily awareness, in the immediacy of the present moment, we can behold God's mind, His love, and His glory throughout the universe. And in doing so we can experience true salvation and find our own place within the infinity of divine reality. This is a most remarkable, unusual, profound book that is certain to transform the spiritual lives of all who read it.” ~ Dr. Reginald Ray, author of Touching Enlightenment: Finding Realization in the Body and Indestructible Truth



Product description
Review
In Finding God in the Body, Ben Riggs shows us the possibility of experiencing God as an intimate, intensely personal, and deeply affecting presence. Within our bodily awareness, in the immediacy of the present moment, we can behold God's mind, His love, and His glory throughout the universe. And in doing so we can experience true salvation and find our own place within the infinity of divine reality. This is a most remarkable, unusual, profound book that is certain to transform the spiritual lives of all who read it. --Dr. Reginald Ray, author of Touching Enlightenment: Finding Realization in the Body, Indestructible Truth, and director of the Dharma Ocean Foundation

In Finding God in the Body Ben Riggs delivers a heartfelt and deeply experiential message of engaged faith. He outlines some pragmatic methodologies of contemplative and progressive Christianity, drawing on personal experience and practice of Buddhist and Christian meditation. He offers relevant and meaningful analysis of scripture along with the words of mystics and philosophers from diverse traditions. Riggs invites exploration through self analysis, study, prayer and meditation. He gently coaxes, guides and rekindles our connection to God in a way that profoundly speaks to modern Western sensibilities. --Rev. Roger Wolsey, author of Kissing Fish: Christianity for People Who Don t Like Christianity

Finding God in the Body recasts the teachings of Jesus in a contemplative light, outlining a path for Western Buddhists to do the work that Thich Nhat Hanh has implored us to do; that of reconciling with our root tradition. Drawing lines between bodhicitta and prayer, meditation and contemplation, Mr. Riggs reminds us that Christian spirituality does indeed provide a practice-based approach to the God within each of us. He does us all a great service in showing us that there is no place like home. --Andrew Furst, author of Western Lights a Collection of Essays on Buddhism & Clouds Tell Us: Poetry at the Intersection of Nature and Our Humanity --This text refers to the paperback edition.
About the Author
Benjamin Riggs is a meditation teacher, author, and columnist. He lives in Shreveport, LA where he serves as the director of the Refuge Meditation Group. --This text refers to the paperback edition.
Product details
ASIN ‏ : ‎ B01MXO8PCV
Publisher ‏ : ‎ CreateSpace (2 January 2017)
Language ‏ : ‎ English
File size ‏ : ‎ 764 KB
Text-to-Speech ‏ : ‎ Enabled
Screen Reader ‏ : ‎ Supported
Enhanced typesetting ‏ : ‎ Enabled
X-Ray ‏ : ‎ Enabled
Word Wise ‏ : ‎ Enabled
Print length ‏ : ‎ 219 pages
Best Sellers Rank: 778,679 in Kindle Store (See Top 100 in Kindle Store)
2,601 in Spiritual Self-Help (Kindle Store)
2,742 in New Age Meditation
16,147 in Spiritual Self-Help (Books)
Customer Reviews: 4.6 out of 5 stars    35 ratings


How would you rate your experience shopping for books on Amazon today





Very poor Neutral Great
Customer reviews
4.6 out of 5 stars
4.6 out of 5
35 global ratings
5 star
 79%
4 star
 9%
3 star
 7%
2 star 0% (0%)
 0%
1 star
 4%
How are ratings calculated?
Review this product
Share your thoughts with other customers
Write a customer review

Sponsored 

Top reviews
Top reviews
Top reviews from Australia
There are 0 reviews and 0 ratings from Australia
Top reviews from other countries
Yvon Grenier
5.0 out of 5 stars Perfect!
Reviewed in Canada on 18 August 2018
Verified Purchase
Sorry for my english (I'm french). This book is excellent. It delivers what it offers. Simple yet profound. If you're lost in your spirituality and you want to go back to your christian origins, it's a must read.
Report abuse
Alix P.
5.0 out of 5 stars "Life...is a gift."
Reviewed in the United States on 12 April 2017
Verified Purchase
"Life cannot be earned or accomplished; it is a gift."
"Without space there is no room for growth"
"Literalism is just another word for idolatry."
"In the Gospels heaven is not a celestial abode. It is our inner life."
"It is the Power of Being that saves."
"The realization of wholeness is called salvation."

It is quotes such as these that give moments to pause in Benjamin Rigg's "Finding God in the Body." He writes with clarity and thought- and obviously a great deal of research. But the moments that touched me most were his personal anecdotes..his experiences, often told with humor, that turned his personal "a-ha" moments into experiences that his readers can see and use within their own lives.
9 people found this helpful
Report abuse
Jason
5.0 out of 5 stars Five Stars
Reviewed in the United States on 21 June 2018
Verified Purchase
Liked this book very much.
One person found this helpful
Report abuse
Jon R
5.0 out of 5 stars Eloquent book and easy read
Reviewed in the United States on 12 February 2017
Verified Purchase
Fans of Thomas Merton, Richard Rohr, Joseph Campbell, Chogyam Trungpa might like this new book that is a succinct distillation of Eastern and Western spiritual traditions into one cohesive guide. Key word is guide. This isn't an academic text. It is a Westerner's reconciliation of his own Judeo-Christian background with the Buddhist / Eastern philosophy and how both can live side by side in daily spiritual practice.

If Heaven is a state of mind, then spiritual curiosity seekers can skip the rotational grazing that tends to happen when exploring other religions. This books helps strip away the smells and bells and show not only some fundamentals these religions have in common but that you don't have to abandon one for the other in your quest for spiritual balance.
20 people found this helpful
Report abuse
Timothy
5.0 out of 5 stars Read many books on the history of God. This ...
Reviewed in the United States on 5 February 2018
Verified Purchase
Read many books on the history of God. This book is different. A personal story by a wise person who shares and explains his journey. Pulls from all religions and experiences. Worth the read.
3 people found this helpful
Report abuse

2021/05/30

Buddha and Laozi on Happiness and Education



To do no evil deeds, to give effect to good,

To purify the heart; this is the Buddha’s teaching.

-Digha Nikaya 14, (trans.) Bhikkhu Nyanamoli (1992)-

Buddha and Laozi on Happiness and Education

Jeong-Kyu Lee, Ph.D.

<Abstract>

The purpose of this study is to explore the happiness principles and educational thoughts of Buddha and Laozi. The significance of the study is to provide the basic theories and the worthy resources of contemporary and future education, especially happiness education and moral education, for educational theorists and practitioners in the world. To discuss the paper systematically, three research questions are addressed. First, what are the happiness principles of Buddha and Laozi? Second, what are the educational thoughts of Buddha and Laozi? Third, what are significant similarities and differences between the two sages? In order to defend the research questions, a descriptive content analysis method will be used with a comparative approach. As for the limitations of the study, the principle of happiness is mainly discussed from a viewpoint of ethical philosophy, and the thought of education is reviewed from the perspective of happiness or moral education. This position paper is focused on the Dhammapada, the Dhammacakkappavattana Sutta of Buddha, and on the Tao Te Ching of Laozi. The writer in the study intends to use modern English second resources as well as the classical Chinese language. Based on the research results, the author asserts that the current society centered on highly scientific and pragmatic knowledge may be thrown into confusion or despair, unless we encourage intuitive and holistic education approaches which Buddha and Laozi suggested in their scriptures.

*Completion Date: July 1, 2020.

*This academic article is a descriptive position paper.

*Key Words: Buddha, Laozi, Buddhism, Taoism, happiness, education, educational philosophy, political theory, moral education, happiness education, religion education, cross cultural approach

I. Introduction

The investigation of happiness principle and educational thought from the great sages of different culture is a valuable study to reveal something to be desired in educational theory and happiness principle (Lee, 2020). Historically, Buddha and Laozi have greatly influenced spiritual and practical worlds in Asia. From the latter half of the 19th century to the present, two sages have been widely known to the Western world.

First of all, Buddha (Pali/ Siddhattha Gotama or Sanscrit/ Siddhārtha Gautama, c. around 480 BCE - c. 400 BCE) was the founder of Buddhism, and a spiritual teacher who lived in ancient India (Blomfield, 2011; Nyanamoli, 1992; Oliver,

2019). According to Buddhist traditions and scholars, they have proposed Buddha’s birth dates ranging from 623 BCE to 322 BCE, but the majority of religious historians and scholars have suggested his birth around 480 BCE and his death eighty years later, in 400 BCE (Oliver, 2019). Siddhartha Gautama was born in Lumbini (i.e. in modern-day Nepal) and raised in the small principality of Kapilavastu. Siddhartha’s father was King Suddhodana, the leader of the Shakya clan, and his mother, Queen Maha Maya, was a Koliyan princess who died during his birth (Blomfield, 2011; Nyanamoli, 1992). The meaning of the name Siddhartha is that “he who achieves his aim” (Buddha Dharma Education Association, Inc. [BDEA] & BuddhaNet, 2008; Clarici, 2019). In the history of Buddhism, Buddha’s birth and death dates are uncertain.

According to Buddhist tradition and texts, when Siddhartha spent about 29 years as a prince in Kapilavastu, he departed from his palace for the life of a mendicant in an event known traditionally as the “Great Departure” (Conze, 1959; Gyatso, 2007; Hirakawa, 1990; Narada, 1995; Thaper, 2002). After six years of mendicancy, meditation, and asceticism, Siddhartha awakened to understand the mechanism that keeps humans trapped in endless cycles or in the cycle of rebirth called saṃsara. His teaching for 45 years is mainly based on his insight into duḥkha (suffering) and Nibbana or Nirvana (the state of the end of suffering (duḥkha) or the liberation (vimutti) from suffering), the ultimate spiritual goal in Buddhism. A couple of centuries after his death Siddhartha came to be known as the Buddha, which means the “Awakened One” or the "Enlightened One" (Gethin, 1998).

Additionally, he was sometimes called as “Shakyamuni”(Sage of the Shakyas) (Baroni, 2002; Gyatso, 2007). Buddha’s teachings were compiled by the Buddhist community in the Suttas (Buddhist Texts), which contain his discourses, and the Vinaya, the division of the Buddhist canon (Tripitaka) containing the rules and practices that govern the Buddhist monastic community, or sangha. Since the 20th century, Buddhism has gradually influenced on ‘The 4th Industrial Revolution Age’ spiritually and practically both in the Eastern and the Western worlds. In modern days, the doctrines and practices of Buddhism have influenced the development of modern psychology, especially not only the practice of mindfulness based modalities, but certain forms of modern psychoanalysis and psychotherapy (Epstein,

1995, 2018; Fromm, 1970; Fromm et al., 1974; Kuan, 2008; Langan & Coles, 2006; Monzo, 2018; Weischede & Zwiebel, 2015).

Next, Laozi or Lao Tzu, as an ancient Chinese philosopher (Chinese: 老子, literally "Old Master," c. around the 6th or 5th century BC), was traditionally regarded as the founder of Taoism (also known as Daoism), and also the author of the Tao Te Ching (Chinese/ 道德經 Daodejing; Korean/ 도덕경), though the identity of its author(s) or compiler(s) has been debated throughout history (Chan, 2018; Eliade, 1984). According to the Records of the Grand Historian (史記, Shiji) collected by Sima Qian (司馬遷 c. 145 – c. 86 BC) who was a Chinese historian of the early Han dynasty (206 BC – AD 220), Lao Tzu was born in the Ku County (the present day Luyi County of the Henan Province) of the state of Chu (c. 1030 BCE – 223 BCE) (Sima and Watson, 2011). The Records of the Grand Historian also mentions Laozi’s family name as ‘Li’(李), his actual personal name as ‘Li Er’ (李耳), his courtesy name as Boyang(伯陽), and his literary name as Li Dan(李聃), which became the deferential Lao Dan (老聃) that appears in early Daoist texts such as the Zhuangzi (莊子) (Baxter & Sagart, 2014; Hoff, 1981; Graham, 1986; Kohn,

1998, 2000; Sima & Watson, 2011; Rainey, 2014). He worked as a historian in the imperial archives (Sima & Watson, 2011). The origin and life of Laozi is extremely ambiguous and even after centuries of research very little is known about his life.

Nonetheless, his teachings have been handed down by his followers through centuries.

In the cultural history of China, Laozi is traditionally considered as the founder of philosophical and religious Taoism, intimately connected with the Tao Te Ching (道德經) and the Zhuangzi (莊子) as two fundamental texts. In the religious aspect,

Laozi was worshipped under the name "Supreme Old Lord" (太上老君, Taishang Laojun), and the title "Supremely Mysterious and Primordial Emperor" (太上玄元皇帝, Taishang Xuanyuan Huangdi) during the Tang dynasty (618–907 A.D.)(Fu, 1996). Taoism strongly influenced other schools of Chinese philosophy and religion, including Legalism, Confucianism, and Buddhism. In addition, various artists, including poets, painters, and calligraphers, have used the Tao Te Ching (道德經) as a source of inspiration. The spiritual and practical influences of Taoism and the Tao Te Ching have extended beyond China and have spread widely outside East Asia (Chan, 1963). In East Asia, Taoism as a living tradition has contributed to the formation of Korean and Japanese culture, religiously, philosophically, and practically (Richey, 2018; Ro, 2019). In the modern era, Taoism has reached across Asia and the Western world (Clarke, 2000; Hardy, 1998; Johanson and Kurtz, 2011).

In the light of two great religious founders’ significant influence on the western and the eastern spiritual worlds, a great number of scholars and holy orders have reviewed and examined the ideas and teachings of two great sages. In the contemporary era, Buddha’s ideas on happiness or education have been reviewed or studied by numerous scholars and religious leaders (happiness related/ Aich, 2013; Bien, 2011; Bodhi, 1994; Burke, 2011; Dalai Lama, the 14th & Cutler, 1999;

Deng et al., 2020; Fink, 2013; Hanson, 2011; Gunaratana, 2001, 2012; Gyatso, 2011; Lee, 1998, 2012, 2017b, 2017c, 2018, 2019a; O'Brien, 2020; Quesada, 2018; Ricard, 2014; Shantideva, 2006; Thanissaro, 1993; Thich, 1998, 2006, 2009, 2019; Tran, 2004; Wayment et al., 2011; Winzer & Gray, 2019; Yeh, 2006; Zhang & Veenhoven, 2008; education related/ Altekar, 1948; Ananda, 1971; Ba, 2011; Clarici, 2011; Guruge, 1990; Jardine et al., 2015; Khakhlary, 2019; Langer, 1993; Lee, 1998, 2017b, 2017c, 2018, 2019a; Liu & Tee, 2014; Mazumder, 2015; McLeod, 2007; Mookerji, 2011; Nguyen-Huong, 2005; Rhea, 2018; Thero, 2017; White, 1998).

In addition, Laozi’s ideas on happiness or education have been studied by a large number of theorists (happiness related/ Bridgewater, 2017; Chiang, 2009; Dreher, 2000; Dyer, 2008; Dyer & House, 2006; Lee, 2017a, 2018, 2019b; Lin, et al., 2015; Lobel, 2017; Santee, 2020; Walker, 2013; Wilson, 2014; Yiping, 2010; Zhang, 2018; Zhang & Veenhoven, 2008; education related/ Glanz, 1997; Heller, 2012; Keiser, 2013; Lee, 2017a, 2018, 2019b; Moon, 2015; Wang, 2013; Wen & Hwang, 2008; Yang, 2019). Only several contemporary theorists examined or discussed the teachings and thoughts between Buddha and Laozi (Bowker, 1997; Brown et al., 2016; Compton, 2012; Fischer-Schreiber, et al., 1994; Jardine, 2016; Lobel, 2017; Mijares, 2015; Mollier, 2009; Smith, 2019; Wang & Wawrytko, 2019; Zhang & Veenhoven, 2008). These scholars generally describe the thought and philosophy of Buddha and Laozi from the perspectives of philosophy, religion, psychology, or education. Two scholars (Jardine, 2016; Smith, 2019) compared the philosophy and thought of several Eastern religions from the aspect of education, but they mainly discussed curriculum thinking and practice as well as interculturality issues in teaching and research, critical thinking, politics, and pedagogy.

Until now, the author could not find any books and academic articles which specifically compare education and happiness thoughts or principles between Buddha and Laozi yet. Thus, the author of this study intends to entirely explore the happiness principles and educational thoughts of Buddha and Laozi through the primary and secondary languages resources.

To discuss this paper systematically, three research questions are addressed. First, what are the happiness principles of Buddha and Laozi? Second, what are the educational thoughts of Buddha and Laozi? Third, what are significant similarities and differences between the two great thinkers? In order to defend the research questions, a descriptive content analysis method will be utilized with a culturally comparative approach. As for the limitations of the paper, the principle of happiness is reviewed in terms of religious and moral theories, and the thought of education is mainly discussed from the perspective of happiness or moral education. This position paper is mainly focused on Buddha’s two Texts, the Dhammapada and the Dhammacakkappavattana Sutta, and on the Tao Te Ching of Laozi. The author in the study intends to use modern English second resources as well as the classical Chinese language. Finally, the author concludes this position paper with the suggestion of future research. The significance of the study is to provide the basic theories and the worthy resources of contemporary and future education, especially happiness, religion, or moral education, for educational theorists and practitioners in the world.

II. The Happiness Principles of Buddha and Laozi

A. Buddha’s Happiness Principle

The author of this study firstly intends to discuss the happiness principle of

Buddha focusing on the Dhammacakkappavattana Sutta (Setting in Motion the Wheel of the Dharma or The Four Noble Truths Sutra) and the Dhammapada (The Path of the Dharma; Korean: 법구경; Chinese: 法句經; Japanese: ダンマパダ). In the Dhammacakkappavattana Sutta (Sanskrit: Dharmacakrapravartana Sutra; Korean: 초전법륜경; Chinese: 轉法輪經; Japanese: 転法輪経), Buddha asserts his happiness principle through ‘the Middle Path’ or ‘the Middle Way’ (Pali: Majjhimapaṭipada; Sanskrit: Madhyamapratipada) which the Buddha began to teach after the Great Awakening in his age 35. Buddha illustrates the character of “the Noble Eightfold Path” (Pali: ariya atthangika magga; Sanskrit: aryastangamarga) to lead a way for liberation from samsara, the endless cycle of rebirth (Anderson, 2013; Bodhi, 1994; Buswell & Lopez, 2013; Gethin, 1998; Kohn,

1991; Williams, 2002; Wynne, 2007). He taught ‘the Middle Way’ between sensual pleasure and self-affliction, and also taught a spiritual path that included ethical training and meditative practices such as meditation (Sanskrit/ dhyana or Paḷi/ jhana: the training of the mind) and mindfulness (Laumakis 2008; Vetter, 1988; Wynne, 2007).

SN 56, Sacca-samyutta of the Samyutta Nikaya (SN: The Book of the Kindred Sayings: the third division of the Sutta Pitaka), describes The Four Noble Truths. Especially, Dhammacakkappavattana Sutta (SN 56.11: Setting in Motion the

Wheel of the Dharma) contains the Buddha’s essential teachings of the Middle Way,

the Four Noble Truths, and the Noble Eightfold Path, which present the way of true happiness. This Sutta is the Buddha's first discourse, delivered shortly after his Great Awakening to the group of five monks with whom he had practiced the austerities in the forest for several years. The Middle Way, the Four Noble Truths, and the Noble Eightfold Path are illustrated in Dhammacakkappavattana Sutta as the following:

I have heard that on one occasion the Blessed One was staying at Varanasi in the Game Refuge at Isipatana. There he addressed the group of five monks:



There are these two extremes that are not to be indulged in by one who has gone forth. Which two? That which is devoted to sensual pleasure with reference to sensual objects: base, vulgar, common, ignoble, unprofitable; and that which is devoted to self-affliction: painful, ignoble, unprofitable. Avoiding both of these extremes, the middle way realized by the Tathagata — producing vision, producing knowledge — leads to calm, to direct knowledge, to self-awakening, to Unbinding….

"Now this, monks, is the noble truth of stress: Birth is stressful, aging is stressful, death is stressful; sorrow, lamentation, pain, distress, & despair are stressful; association with the unbeloved is stressful, separation from the loved is stressful, not getting what is wanted is stressful. In short, the five clinging-aggregates are stressful.

"And this, monks, is the noble truth of the origination of stress: the craving that makes for further becoming — accompanied by passion & delight, relishing now here & now there — i.e., craving for sensual pleasure, craving for becoming, craving for non-becoming.

"And this, monks, is the noble truth of the cessation of stress: the remainderless fading & cessation, renunciation, relinquishment, release, & letting go of that very craving.

"And this, monks, is the noble truth of the way of practice leading to the cessation of stress: precisely this Noble Eightfold Path — right view, right resolve, right speech, right action, right livelihood, right effort, right mindfulness, right concentration…. (Dhammacakkappavattana Sutta: SN 56.11)

-translated from the Pali by Thanissaro Bhikkhu (1993), Retrieved May 15, 2020 from https://www.accesstoinsight.org/tipitaka/sn/sn56/sn56.011.than.html; https://www.accesstoinsight.org/tipitaka/sn/index.html#sn56



In brief, the Four Noble Truths (Sanskrit: catvari aryasatyani; Pali: cattari ariyasaccani) are: dukkha (suffering, stress, pain, or unhappiness), the life is full of suffering; samudaya (arising, origin), there is a cause of this suffering which arises with desire; nirodha (cessation, ending, enclosing), it is possible to stop suffering, and marga (magga: path, way), there is a way (Noble Eightfold Path) to renounce desire (tanha) and to extinguish suffering (dukkha) (Gyatso, 1994; Rinpoche, 2018; Thich, 2015). The Noble Eightfold Path (Pali: ariya atthangika magga; Sanskrit: aryastangamarga) as advocated by Buddha consists of eight practices: right views, right resolve/aspiration, right speech, right action/conduct, right livelihood, right effort, right mindfulness, and right meditative (Bodhi, 1994; Thich, 2015).

By following the Noble Eightfold Path of Buddha, tanha (desire, craving) and dukkha (suffering, pain, unsatisfactoriness) can be confined and extinguished. When “the three unwholesome roots” (Sanskrit: akusala-mula) or “the three poisons” (Sanskrit: triviṣa) -- raga (greed, avarice, sensual attachment), dvesha (aversion, anger, hatred), and moha (ignorance, stupidity, delusion) -- are extinguished, no more action and reaction (karma) is being produced, peace of mind and true happiness (nirvana or nibbana) can be attained, and the cycle of rebirth (samsara) will be stopped (Buswell & Lopez, 2013; Gethin, 1998; Goldstein, 2011; Gombrich, 2006; Webster, 2005). In the tradition of Theravada Buddhism, nirvana (the liberation from cycles of rebirth) is the highest aim, while in the Mahayana tradition, the highest goal is Buddhahood (to become a Buddha), in which there is no abiding in nirvana (Keown, 2004; Gombrich, 2006). Nevertheless, the Four Noble Truths in Buddhism can be considered as the most important teaching of the Buddha, and the Four Noble Truths as the summary of his teachings (Sanskrit: dharma or Pali: dhamma) (Anderson, 1999; Harvey, 2016).

With ‘the Middle Way (Path)’ and ‘The Four Noble Truths,’ the Buddha preaches the basic doctrine of Buddhism in Samyutta Nikaya (Connected Discourses or Kindred Sayings; Samyuktagama Sutra), that is, ‘Three Marks of Existence’ or ‘Three Universal Truths.’ The Three Universal Truths are: firstly, annica (Sanskrit: anitya, impremanence) states that everything in this life changes; secondly, dukkha (Sanskrit: duhkha, suffering or unsatisfactoriness), suffering is innate in birth, aging, death, rebirth, redeath – the Saṃsara cycle of existence. Buddha teaches that humans’ desire brings about suffering as well as humans’ delusion results in suffering. However, humans can control their desires through following the Eightfold Path; and lastly, anatta (Sanskrit, anatman: no-soul, non-self, Korean: 무아(無我), Karma and Anatta doctrines), Buddha preaches that there is no soul, but rather an inexpressible self is reborn (Anderson, 2013; Buswell & Lopez, 2013; Harvey, 2012). According to Thich Nhat Hanh (1998), “the Three Marks of

Existence” as “the Three Dharma Seals” is “the heart of the Buddha's teaching.” In the Buddha's karmic doctrine, the Eightfold Path is necessary for nirvana or liberation to remove humans’ delusions which result in the end of suffering. Thus, nirvana is the state of absolute joy or happiness.

Several Buddhist sutras depict the Three Marks of Existence as core doctrines with the Four Noble Truths and the Eightfold Path. Buddha mentions the characteristics of the Three Marks of Existence in Maggavagga (The Path) of the Dhammapada as follows:



Of paths, the eightfold is best. Of truths, the four sayings. Of qualities, dispassion.

Of two-footed beings, the one with the eyes to see (273)….

When you see with discernment, 'All fabrications are inconstant' — you grow disenchanted with stress. This is the path to purity. When you see with discernment, 'All fabrications are stressful' — you grow disenchanted with stress. This is the path to purity. When you see with discernment, 'All phenomena are not-self' — you grow disenchanted with stress. This is the path to purity (277-279).

-Dhp XX, PTS: Dhp 273-289, Maggavagga: The Path, translated from the Pali by

Thanissaro Bhikkhu (1997). Retrieved May 16, 2020 from

https://www.accesstoinsight.org/tipitaka/kn/dhp/dhp.20.than.html



Buddha shows that the Three Marks of Existence is the path to purity. In Dhammapada, he depicts central doctrines or themes in Buddhism. The Buddha strongly claims that the Eightfold is the best of paths, and that the Four is the best of truths (Dhp XX, PTS: Dhp 273). He also illustrates ‘the Law of Cause and Effect’ or ‘the Principle of Causality’ which is known as karma in Papavagga (Evil) of the Dhammapada:

Even the evil meet with good fortune as long as their evil has yet to mature. But when it's matured that's when they meet with evil. Even the good meet with bad fortune as long as their good has yet to mature. But when it's matured that's when they meet with good fortune (119-120).

-Dhp IX, PTS: Dhp 116-128, Papavagga: Evil, translated from the Pali by

Thanissaro Bhikkhu (1997) Retrieved May 16, 2020 from

https://www.accesstoinsight.org/tipitaka/kn/dhp/dhp.09.than.html



The Buddha also teaches how very happily we live. He asserts that knowing how to be free from human predicaments or how to be free from suffering well is essential to realizing true happiness. Like ‘The Noble One’s Happiness’ in Dvayatanupassana Sutta (SN 3.12, PTS: SN 756-765), the Buddha in the Dhammapada also claims that we should live free from hostility, misery, busyness, and possession for a happy life (Lee, 2017a). The Sukhavagga (Happy) of the Dhammapada shows:

How very happily we live, free from hostility among those who are hostile. Among hostile people, free from hostility we dwell. How very happily we live, free from misery among those who are miserable. Among miserable people, free from misery we dwell. How very happily we live, free from busyness among those who are busy. Among busy people, free from busyness we dwell. How very happily we live, we who have nothing. We will feed on rapture like the Radiant gods.

-Dhp XV PTS: Dhp 197-200, Sukhavagga: Happy, translated from the Pali by

Thanissaro Bhikkhu (1997), Tipitaka Khuddaka Dhammapada, Retrieved May 16, 2020 from https://www.accesstoinsight.org/tipitaka/kn/dhp/dhp.15.than.html



As reviewed on the above Buddha’s sutras, the happiness principle of Buddha is summarized in the ‘the Middle Way’ and ‘The Four Noble Truths.’ The Buddha highlights that happiness can be attained through practicing the Middle Way and the Eightfold Path. Particularly, the Eightfold Path is a way to extinguish human suffering (Duhkha-nirodha-marga) and to attain nirvana (absolute happiness, the summum bonum destination) (Keown, 2000). The Buddha strongly asserts that ethical cultivation and spiritual training, such as to discard desire and possession, to keep peaceful and positive mind, to have mercy and compassion, to practice mindfulness, meditative concentration, and insight, are necessary to achieve authentic happiness.



B. Laozi’s Happiness Principle

The author of this paper intends to review the happiness principle of Laozi (LaoTzu) focusing on his scripture, Tao Te Ching or Dao De Jing (The Book of the Way and of Virtue; The Scripture of the Tao and Virtue). The text has various titles, such as Tao Te Ching (Chinese: 道德經), Lao Tzu Tao Te Ching (Chinese: 老子道德經), The Perfect Scripture of the Way and Its Power (Chinese: 道德真經), The 5,000 Characters (五千文), and so on (Chan, 1963; Chan, 2018; Henricks, 2010; Kohn & LaFargue, 1998; Lau, 1989). The text of Tao Te Ching consists of approximately 5,000 Chinese characters in 81 chapters, and contains two parts, the Tao Ching (道經; chapters 1–37) and the Te Ching (德經; chapters 38–81) (Abbott, 2012; Feng & English, 1974; Giles et al., 2013 [1905]). The text was written in the poetic style, with using semantically complex and ambiguous words (Chan, 2018; Lee, 2016).

The title of Tao Te Ching (道德經) is composed of three Chinese characters. The Chinese word, 道 (dao or tao) literally means "a way," “a path,” “a doctrine,”

“a principle,” “the Truth,” or "the Way" (Mathews, 1993). In the Tao Te Ching, the Tao (道) is "eternally nameless" which is not a simple name for a "thing" but as the basic principle of the universe or as certain essence or pattern behind the natural world that keeps the universe balanced and ordered (Cane, 2002; Legge,

1891). The Te (德) literally means "virtue," “goodness,” or “moral excellence” (Mathews, 1993). The compound word “道德” (daode, taote) literally means "morality," "ethical principles," or "morals" (Chan, 2018; Lee, 2016). The last character 經 (jing, ching) means "canon," "scripture," “great book,” or "classic." The title of the Tao Te Ching has been translated into various languages. The titles in English are the following: The Book about the Way and Its Power (Legge, 1891), The Book of the Way and of Virtue (Giles et al., 1905), The Canon of Reason and Virtue (Suzuki et al., 1913), A Treatise on the Principle and Its Action (Bryce et al., 1991), The Book of the Tao and Its Virtue (Kohn et al., 1998), The Classic of the Way and Virtue (Lynn, 2004), and The Way to Goodness and Power (Trapp, 2019). The author (Lee, Jeong-Kyu) of this academic paper translates the Tao Te Ching as “The Scripture of the Tao and Virtue.”

In the Tao Te Ching (Dao De Jing), the two words, "Tao" and "Te," are concerned with significant happiness concepts and principles in the aspect of Lao Tzu's happiness theory (Lee, 2017). "Tao" has variously complex meanings, and is viewed as ‘a basic principle of the cosmos,’ 'a spiritual state of cultivated mind,’ or 'harmony and happiness,’ while "Te" is regarded as Tao's operation or inner nature virtue that is the active living or cultivation of the Tao (Bodde & Fung, 1997; LaFargue, 1992; Lee, 2016, 2017a; Marinoff, 2014; Maspero, 1988).

Laozi explains the Tao (Dao), such as the embodiment (Ch. 1), nameless (Ch. 32), and operation of the Tao (Ch. 51), as follows:

(Embodying the Dao) The Dao that can be trodden is not the enduring and unchanging Dao. The name that can be named is not the enduring and unchanging name. (Conceived of as) having no name, it is the Originator of heaven and earth; (conceived of as) having a name, it is the Mother of all things. Always without desire we must be found, If its deep mystery we would sound; But if desire always within us be, Its outer fringe is all that we shall see. Under these two aspects, it is really the same; but as development takes place, it receives the different names. Together we call them the Mystery. Where the Mystery is the deepest is the gate of all that is subtle and wonderful.

-Dao De Jing, Chapter 1, English translation: James Legge-

道可道,非常道. 名可名,非常名. 無名天地之始;有名萬物之母. 故常無欲,以觀其妙;常有欲,以觀其徼. 此兩者,同出而異名,同謂之玄.

玄之又玄,衆妙之門. (道德經 1) Retrieved May 25, 2020 from

https://ctext.org/dao-de-jing



(The Dao with no name) The Dao, considered as unchanging, has no name. Though in its primordial simplicity it may be small, the whole world dares not deal with (one embodying) it as a minister. If a feudal prince or the king could guard and hold it, all would spontaneously submit themselves to him. Heaven and Earth (under its guidance) unite together and send down the sweet dew, which, without the directions of men, reaches equally everywhere as of its own accord. As soon as it proceeds to action, it has a name. When it once has that name, (men) can know to rest in it. When they know to rest in it, they can be free from all risk of failure and error. The relation of the Dao to all the world is like that of the great rivers and seas to the streams from the valleys. -Dao De Jing, Chapter 32, English translation: James Legge-

道常無名 樸雖小, 天下莫能臣也. 侯王若能守之, 萬物將自賓. 天地相合,以降甘露,民莫之令而自均. 始制有名, 名亦既有,

夫亦將知止, 知止所以不殆. 譬道之在天下,猶川谷之與江海. (道德經 32)

Retrieved May 25, 2020 from https://ctext.org/dao-de-jing



(The operation (of the Dao) in nourishing things) All things are produced by the Dao, and nourished by its outflowing operation [its Energy or Virtue]. They receive their forms according to the nature of each, and are completed according to the circumstances of their condition. Therefore all things without exception honour the Dao, and exalt its outflowing operation. This honouring of the Dao and exalting of its operation is not the result of any ordination, but always a spontaneous tribute. Thus it is that the Dao produces (all things), nourishes them, brings them to their full growth, nurses them, completes them, matures them, maintains them, and overspreads them. It produces them and makes no claim to the possession of them; it carries them through their processes and does not vaunt its ability in doing so; it brings them to maturity and exercises no control over them; - this is called its mysterious operation [sublime Virtue]. -Dao De Jing, Chapter 51, English translation: James Legge-

道生之,德畜之,物形之,勢成之. 是以萬物莫不尊道而貴德. 道之尊,德之貴,夫莫之命常自然. 故道生之,德畜之;長之育之;亭之毒之;養之覆之. 生而不有,為而不恃,長而不宰,是謂玄德.

(道德經 51) Retrieved May 25, 2020 from https://ctext.org/dao-de-jing



In addition, Laozi views the virtue as the attributes of the Tao (Ch. 38), universal use of the Tao (Ch. 43), great or overflowing virtue (Ch. 45), and the outflowing operation of the Tao (Ch. 51) in the Tao Te Ching as the following:



(About the attributes of the Dao) (Those who) possessed in highest degree the attributes (of the Dao) did not (seek) to show them, and therefore they possessed them (in fullest measure). (Those who) possessed in a lower degree those attributes (sought how) not to lose them, and therefore they did not possess them (in fullest measure). (Those who) possessed in the highest degree those attributes did nothing (with a purpose), and had no need to do anything. (Those who) possessed them in a lower degree were (always) doing, and had need to be so doing…. -Dao De Jing, Chapter 38, English translation: James Legge-

上德不德,是以有德;下德不失德,是以無德.上德無為而無以為;下德為之

而有以為.…(道德經 38) Retrieved May 25, 2020 from https://ctext.org/daode-jing



(Great or overflowing virtue) Who thinks his great achievements poor, Shall find his vigour long endure. Of greatest fulness, deemed a void, Exhaustion never shall stem the tide. Do thou what's straight still crooked deem; Thy greatest art still stupid seem, And eloquence a stammering scream. Constant action overcomes cold; being still overcomes heat. Purity and stillness give the correct law to all under heaven. -Dao De Jing, Chapter 45, English translation: James Legge-

大成若缺,其用不弊. 大盈若沖,其用不窮. 大直若屈,大巧若拙,

大辯若訥. 躁勝寒靜勝熱. 清靜為天下正. (道德經 45) Retrieved May 25,

2020 from https://ctext.org/dao-de-jing



In terms of happiness principle, the major principles of happiness in the Tao Te Ching are related to the Way and virtue which seek after harmony, inner peace, and happiness (Johnston, 2013; Lee, 2016; Marinoff, 2014; Wilson, 2014). Laozi asserts that a human being is a part of nature, and that one should live in sympathy with nature according to the natural law to achieve the "Tao" (Lee, 2016). The Tao Te Ching shows hidden or metaphorical concepts and principles of happiness (Lee, 2016): knowing the Tao as the Mother of all things (Ch. 1), doing nothing (Ch. 3,

Ch. 48), following the Way like water (Ch. 8), repletion of emptiness (Ch. 11),

balancing Yin and Yang/ (the harmony of male and female the principles) (Ch. 28; Ch. 76), knowing oneself and others (Ch. 33), hiding the light (Ch. 36), returning primordial nature (Ch. 40), pursuing the Tao (Ch. 48), desire what others do not desire (Ch. 64), keeping three precious things (Ch. 67), taking pleasure in one's rustic tasks (Laozi’s utopia) (Ch. 80), and following the Way of Heaven, with knowing and doing the Tao (Ch. 81). Several chapters of the Tao Te Ching related to these topics are cited as follows:

…Therefore the sage, in the exercise of his government, empties their minds, fills their bellies, weakens their wills, and strengthens their bones. He constantly (tries to) keep them without knowledge and without desire, and where there are those who have knowledge, to keep them from presuming to act (on it). When there is this abstinence from action, good order is

universal. -Dao De Jing, Chapter 3, English translation: James Legge-

…是以聖人之治,虛其心,實其腹,弱其志,強其骨. 常使民無知無欲.

使夫知者不敢為也. 為無為,則無不治.(道德經 3) Retrieved May 26, 2020 from https://ctext.org/dao-de-jing



(Dispensing with the use (of means)) The movement of the Dao, By contraries proceeds; And weakness marks the course, Of Dao's mighty deeds. All things under heaven sprang from It as existing (and named); that existence sprang from It as non-existent (and not named). -Dao De Jing, Chapter 40, English translation: James Legge-

反者道之動;弱者道之用. 天下萬物生於有,有生於無. (道德經 40) Retrieved

May 26, 2020 from https://ctext.org/dao-de-jing



Therefore the sage desires what (other men) do not desire, and does not prize things difficult to get; he learns what (other men) do not learn, and turns back to what the multitude of men have passed by. Thus he helps the natural development of all things, and does not dare to act (with an ulterior purpose of his own). -Dao De Jing, Chapter 64, English translation: James Legge-

是以聖人欲不欲,不貴難得之貨;學不學,復衆人之所過,以輔萬物之自然,

而不敢為. (道德經 64) Retrieved May 26, 2020 from https://ctext.org/dao-dejing



I have three precious things which I prize and hold fast. The first is gentleness [love]; the second is economy [thrift]; and the third is shrinking from taking precedence of others [modesty]. -Dao De Jing, Chapter 67, English translation:

James Legge- 我有三寶,持而保之。一曰慈,二曰儉,三曰不敢為天下先.

(道德經 67) Retrieved May 26, 2020 from https://ctext.org/dao-de-jing



…They should think their (coarse) food sweet; their (plain) clothes beautiful; their (poor) dwellings places of rest; and their common (simple) ways sources of enjoyment. There should be a neighbouring state within sight, and the voices of the fowls and dogs should be heard all the way from it to us, but I would make the people to old age, even to death, not have any intercourse with it. Dao De Jing, Chapter 80, English translation: James Legge-

…甘其食,美其服,安其居,樂其俗。鄰國相望,雞犬之聲相聞,民至老死,

不相往來. (道德經 80) Retrieved May 26, 2020 from https://ctext.org/dao-dejing



(The manifestation of simplicity) Sincere words are not fine; fine words are not sincere. Those who are skilled (in the Dao) do not dispute (about it); the disputatious are not skilled in it. Those who know (the Dao) are not extensively learned; the extensively learned do not know it. The sage does not accumulate (for himself). The more that he expends for others, the more does he possess of his own; the more that he gives to others, the more does he have himself. With all the sharpness of the Way of Heaven, it injures not; with all the doing in the way of the sage he does not strive. -Dao De Jing, Chapter

81, English translation: James Legge-

信言不美,美言不信.善者不辯,辯者不善.知者不博,博者不知.聖人不積,既以為人己愈有,既以與人己愈多.天之道,利而不害;聖人之道,為而不爭.

(道德經 81) Retrieved May 26, 2020 from https://ctext.org/dao-de-jing

In the Tao Te Ching, Laozi does not present the definite concepts and principles of happiness clearly or specifically, but symbolically or metaphorically. He views the concepts of happiness as metaphysical and naturalistic perspectives. Therefore, it is not easy to explicate the theory of Laozi's happiness. Nonetheless, the author of this paper claims that the primary principle of happiness shown in the Tao Te

Ching is to attain the Tao (Way), and the following principle is to practice virtue

(Te). Laozi also emphasizes the theory of “inaction and naturalness” (無爲自然) according to the Tao and its operation. In sum, Laozi in the Tao Te Ching presents several major concepts and principles of happiness: doing nothing, following the nature like water, returning to the primordial nature, filling with emptiness, harmonizing between Yin and Yang, following the Tao and natural law to be oneness between self and nature, living rustic life with inaction and naturalness, knowing the self and others, hiding the light, and following the Way of Heaven (Lee, 2016, pp. 18-19).

III. The Educational Thoughts of Buddha and Laozi

A. Buddha’s Educational Thought

The author of this study intends to discuss the educational thought of Buddha focusing on the Dhammacakkappavattana Sutta in terms of moral or happiness education. The Dhammacakkappavattana Sutta (SN 56.11: Setting in Motion the

Wheel of the Dharma) describes the Buddha’s core teachings of the Middle Way, the Four Noble Truths, and the Noble Eightfold Path, which present the Buddha’s educational thought or principle as well as the Buddha’s happiness principle. The Dhammacakkappavattana Sutta contains the first discourse of the Buddha after the Great Awakening. The writer of this paper mainly discusses the Buddha’s educational thought as depicted in the Noble Eightfold Path of the Sutta (SN 56.11).

Dhammacakkappavattana Sutta describes the Noble Eightfold Path:

"And this, monks, is the noble truth of the way of practice leading to the cessation of stress: precisely this Noble Eightfold Path — right view, right resolve, right speech, right action, right livelihood, right effort, right mindfulness, right concentration…. (Dhammacakkappavattana Sutta: SN 56.11)

-translated from the Pali by Thanissaro Bhikkhu (1993), Retrieved May 15, 2020 from https://www.accesstoinsight.org/tipitaka/sn/sn56/sn56.011.than.html;

The Noble Eightfold Path (Pali: ariya atthangika magga; Sanskrit:

aryaṣṭangamarga) is the Buddha’s early instructions to reach the end of suffering and to lead to liberation from samsara, the painful cycle of rebirth (Anderson, 2013; Gethin, 1998; Prebish, 2000). The eight factors of the path to liberation are grouped into ‘three essential elements’ (threefold divisions) of Buddhist training and discipline: moral conduct (sila), mental discipline (samadhi), and wisdom (panna) (Ba, 2011; Prebish, 2000). The Buddha identified the threefold higher training (Sanskrit: trisiksa; Pali: tisikkha; or simply siksa or sikkha): the higher training of morality (Skt. adhisilasiksa, Pali adhisila-sikkha), the higher training of mind (Skt. samadhisikṣa, Pali adhicitta-sikkha), and the higher training of wisdom (Skt. prajnasiksa, Pali adhipanna-sikkha) (Ba, 2011; Nguyen-Huong, 2005; Prebish, 2000). In the Sutta-pitaka, the term “sikkha” (literally means learning or training) is used to name this threefold model of education as well as is related to the concept of education, and it also reveals a close connection between the Noble Eightfold Path and Buddhist concept of holistic education (Ba, 2011, p. 147).

Firstly, the moral conduct (Sanskrit: sila, Pali: sila) division contains three paths: right speech (samma vaca), right action (samma kammanta), and right livelihood (samma ajiva) (Harvey, 2016). Secondary, the mental discipline (samadhi, adhicitta) division consists of three paths: right effort (samma vayama), right mindfulness (samma sati), and right concentration (samma samadhi) (Bodhi, 2020; Spiro, 1982). Lastly, the wisdom training (prajna, panna) division includes two paths: right understanding or view (samma ditthi) and right thought, motivation, or intention (samma sankappa) (Anderson, 2013).

First, the Buddha in the higher training of moral conduct suggests “Five Precepts” (Sanskrit: pancasila, Pali: pancasila) as the method of practice moral or ethical conduct training through three paths, such as right speech, right action, and right livelihood (Davids & Stede, 1921). The Five Precepts as the core of Buddhist morality are commitments to abstain from killing living beings, stealing, misusing sex, falsehood, and intoxication (Taylor, 2012). The Five Precepts have been closely related to human rights, and described as individually and socially ethical values that bring not only the purification of the mind but also the harmony of society (Bodhi, 2020; Davids & Stede, 1921).

In the aspect of moral or ethical education, the first three paths are significant and necessary methods for practicing healthy moral or ethical conduct and attitude. Especially, the Five Precepts are pivotal ethical rules or moral guidelines to harmonize a social community as well as to cultivate individual morality in order to make progress on the path to enlightenment (Williams, 2000).

Second, the Buddha in the higher training of mind mentions the second three paths, right effort (samma vayama), right mindfulness (samma sati), and right concentration (samma samadhi), to progress from moral restraints to training the mind (Bodhi, 2020; Greenwalt & Nguyen, 2017; Spiro, 1982). First of all, ‘right effort’ (samyag-vyayama / samma-vayama) is not just for the practice of meditation but for the development of our good life. In other words, the path of right effort is to encourage and enhance the good quality of our life. Next, the aim of ‘right mindfulness’ (samma sati) is the end of suffering with calming the mindbody complex and becoming wholesome states through dwelling in meditation (jhana). The dhyana (Sanskrit) or jhana (Pali) is commonly translated as meditation, and uses the training of the mind to lead to a state of perfect equanimity and awareness (upekkha-sati-parisuddhi) (Brekke, 1999).

According to the Theravada tradition, the aim in this group is to develop clarity and insight into the nature of reality – dukkha, anicca and anatta, discard negative states, and dispel avidya (ignorance), ultimately attaining nirvana, that is, absolute happiness (Trainor, 2004). Last, the path of ‘right concentration’ (samma samadhi) in the fourth dhyana (meditation) is the practice of concentration-meditation to lead "the state of perfect equanimity and awareness (upekkha-satiparisuddhi)"(Brekke, 1999). In the Buddhist suttas, samadhi is defined as ‘onepointedness of mind’(Cittass'ekaggata)(Gunaratana, 1995), and translated as 'unification of mind' or ‘concentration,’ as in the limiting of the attention of the mind on one object.

In terms of happiness education, the mental discipline (Sanskrit/ samadhi) of the Noble Eightfold Path presents how to attain true happiness as well as how to cultivate and encourage mentality. In this vein, this mental training practically provides exemplary educational methods and psychological patterns for contemporary educators and theorists. Particularly, positive mental qualities, such as mindfulness, meditation, concentration, insight, awareness, equanimity, and happiness, can be promoted either as valuable teaching and learning methods or as educational objectives and goals in happiness studies.

Last, the Buddha in the higher training of wisdom as the culmination of the path is to clear one’s path and to gain right understanding of reality which one can become free from the vicious cycle of suffering, while the path of right view starts with correct knowledge or insight, which is needed to understand why this path should be followed (Anderson, 2013). The wisdom division consists of two paths, “right view” (samyak-drsti / samma-diṭṭhi) or "right understanding" and "right thought" (samyak-saṃkalpa / samma sankappa), right resolve, or "right intention” (Gunaratana, 2001). The aim of right view is to clear one's path from confusion, misunderstanding, and deluded thinking. The path of right thought leads to one’s mental states and one’s actions correctly. The goal of the higher training of wisdom is to resolve the Noble Eightfold Path as well as to clearly understand reality in order to plant the seeds of true happiness.

In the aspect of educational thought, the wisdom division is related to intellectual development. Numerous Buddhist sutras highlight “panna” (wisdom, understanding, insight) and “visuddhi” (purity, purification) of the mind from mental defilements (Nguyen-Huong, 2005). The Noble Eightfold Path shows three stages in the course of Buddhist education: pariyatti (learning, the learning of the theory of dharma, efficiency in the (knowledge of) thoughts of others), paṭipatti (conduct, practice, behavior, religious practice), and paṭivedha (realization, penetration, attainment, comprehension) (Bodhi, 2020; Nguyen-Huong, 2005). In this vein, learning (suta) is the first step to acquire knowledge and to lead on the way to Nirbana or Nibbana. Additionally, the four aspects of knowledge are shown: (1) dittha- what is seen, (2) suta- what is heard, (3) muta- what is thought of, and (4) vinnata- what is understood (Nguyen-Huong, 2005). In the tradition of Buddhist sutras, knowledge (nana) can be collected by learning (suta) and thinking (cinta), whereas wisdom (panna) by meditation (bhavana) (op. cit.). The two main goals of Buddha’s teachings are not merely to purify oneself through learning and practicing, but to learn the Buddha’s teaching and wisdom.

In sum, several major educational thoughts appeared in the Noble Eightfold Path are as the following: the threefold divisions of Buddhist training and discipline -- moral conduct (sila), mental discipline (samadhi), and wisdom (panna) -- can be considered as the three principles of education -- behavioral modification, mental cultivation, and intellectual development -- and also regarded as the foundations to set the goals and objectives of education (Ba, 2011, p. 225). Additionally, in terms of religion or happiness education, several good qualities, such as full-awakening, peaceful equanimity, and nirbanic happiness, that Buddha instructed can be regarded as the purposes of life as well as of education (Ba, 2011, p. 227).

B. Laozi’s Educational Thought

Laozi in the Tao Te Ching did not definitely and specifically mention education, but he suggested several educational thoughts symbolically or metaphorically in his text. Like the concepts and principles of happiness, educational concepts and thoughts in the Tao Te Ching are mainly concerned with the Way and virtue that pursue inner peace, harmony, and happiness (Johnston, 2013; Marinoff, 2014;

Wilson, 2014). The core doctrines of Laozi’s teaching are the Way (道 tao: the way), virtue (德 te: morality), doing nothing (無爲 wuwei: nonaction, nonbeing, not acting), and naturalness (自然 ziran: nature, returning primordial nature). The Tao Te Ching shows that “All things are produced by the Dao, and nourished by its outflowing operation [virtue]. They receive their forms according to the nature of each, and are completed according to the circumstances of their condition (道生之,德畜之,物形之,勢成之)” (Chapter 51). Additionally, “doing nothing” is a central concept of the Tao Te Ching, and “naturalness” is also another central concept which is used the term broadly with simplicity and humility as a key virtue, harmonizing with the Tao. Both terms are seen to reflect the function of the nameless and formless Tao (Chan, 2018). Laozi in his text said, “Man takes his law from the Earth; the Earth takes its law from Heaven; Heaven takes its law from the Dao. The law of the Dao is its being what it is (人法地,地法天,天法道,道法自然)” (Chapter 25, Tao Te Ching).

From an educational viewpoint, Laozi mentions hidden or metaphorical concepts and thoughts of education: knowing the Tao as the mother of all things (Chapter 1), doing nothing (Ch. 2, Ch. 37, Ch. 48), following the Way like water (Ch. 8), repletion of emptiness (Ch. 11), renounce learning (Ch. 20), harmony principle (Ch. 28, Ch. 76), knowing oneself and others (Ch. 33), hiding the light (Ch. 36), nameless simplicity (Ch. 37), returning primordial nature (Ch. 40, Ch. 80), teaching without words (Ch. 2, Ch. 43), the way of learning (Ch. 48), practicing the Tao (Ch. 62), fine words and admirable deeds (Ch. 62, Ch. 81), without thinking of acting (Ch. 63), and knowing and doing the Tao (Ch. 81). Several chapters of the Tao Te Ching related to these themes are cited as the following:

He who devotes himself to learning (seeks) from day to day to increase (his knowledge); he who devotes himself to the Dao (seeks) from day to day to diminish (his doing). He diminishes it and again diminishes it, till he arrives at doing nothing (on purpose). Having arrived at this point of non-action, there is nothing which he does not do. He who gets as his own all under heaven does so by giving himself no trouble (with that end). If one take trouble (with that end), he is not equal to getting as his own all under heaven. -Dao De Jing,

Chapter 48, English translation: James Legge-

為學日益,為道日損。損之又損,以至於無為。無為而無不為。取天下常以無

事,及其有事,不足以取天下. -道德經 48, Retrieved June 10, 2020 from https://ctext.org/dao-de-jing



The highest excellence is like (that of) water. The excellence of water appears in its benefiting all things, and in its occupying, without striving (to the contrary), the low place which all men dislike…. -Dao De Jing, Chapter 8, English translation: James Legge-

上善若水。水善利萬物而不爭,處衆人之所惡…. 道德經 8, Retrieved June

10, 2020 from https://ctext.org/dao-de-jing



…Therefore the sage manages affairs without doing anything, and conveys his instructions without the use of speech. All things spring up, and there is not one which declines to show itself; they grow, and there is no claim made for their ownership; they go through their processes, and there is no expectation (of a reward for the results). The work is accomplished, and there is no resting in it (as an achievement)…. -Dao De Jing, Chapter 2, English trans.: James

Legge…是以聖人處無為之事,行不言之教;萬物作焉而不辭,生而不有。為

而不恃,功成而弗居…. 道德經 2, Retrieved June 10, 2020 from https://ctext.org/dao-de-jing



The softest thing in the world dashes against and overcomes the hardest; that which has no (substantial) existence enters where there is no crevice. I know hereby what advantage belongs to doing nothing (with a purpose). There are few in the world who attain to the teaching without words, and the advantage arising from non-action. -Dao De Jing, Chapter 43, English translation: James Legge-

天下之至柔,馳騁天下之至堅。無有入無間,吾是以知無為之有益。不言之教

,無為之益,天下希及之. 道德經 43, Retrieved June 10, 2020 from https://ctext.org/dao-de-jing



The Dao in its regular course does nothing (for the sake of doing it), and so there is nothing which it does not do. If princes and kings were able to maintain it, all things would of themselves be transformed by them…. -Dao De Jing, Chapter 37, English translation: James Legge-

道常無為而無不為。侯王若能守之 萬物將自化…. 道德經 37, Retrieved June

10, 2020 from https://ctext.org/dao-de-jing



When we renounce learning we have no troubles. The (ready) 'yes,' and (flattering) 'yea;' Small is the difference they display. But mark their issues, good and ill; What space the gulf between shall fill?... -Dao De Jing, Chapter

20, English translation: James Legge-

絕學無憂,唯之與阿,相去幾何?善之與惡,相去若何?… 道德經 20,

Retrieved June 10, 2020 from https://ctext.org/dao-de-jing



The movement of the Dao, By contraries proceeds; And weakness marks the course, Of Dao's mighty deeds. All things under heaven sprang from It as existing (and named); that existence sprang from It as non- existent (and not named). -Dao De Jing, Chapter 40, English translation: James Legge- 反者道之動;弱者道之用。天下萬物生於有,有生於無. 道德經 40, Retrieved

June 10, 2020 from https://ctext.org/dao-de-jing



Dao has of all things the most honoured place. No treasures give good men so rich a grace; Bad men it guards, and doth their ill efface. (Its) admirable words can purchase honour; (its) admirable deeds can raise their performer above others. Even men who are not good are not abandoned by it…. -Dao De Jing, Chapter 62, English trans.: James Legge-

道者萬物之奧。善人之寶,不善人之所保。美言可以市,尊行可以加人。人之

不善,何棄之有?... 道德經 62, Retrieved June 10, 2020 from

https://ctext.org/dao-de-jing



In addition, Laozi in his text used several metaphors or symbols, such as water (Ch. 8), emptiness (Ch. 4, Ch. 11, Ch. 16), softness and weakness (Ch. 36, Ch. 43), a log (Ch. 28), mother (Ch. 52), and infant (Ch. 55), to illustrate the concepts of ‘noaction naturalness’ (無爲自然: wuwei ziran). These symbols can be applied to educational principles (Lee, 2016).

From the standpoint of pedagogy, the significant metaphors and symbols are: non-action instruction, the movement of the Dao by contraries proceeds, the highest excellence like water, and teaching without words. Laozi emphasizes the theory of “inaction and naturalness” (無爲自然) according to the Tao and its operation. To learn and practice the Tao and its operation, he suggests two significant methods or theories, ‘non-action instruction’ (無爲之教) and ‘teaching without words’ (不言之教). He shows several major examples metaphorically or symbolically to apply to educational principle, with suggesting water, softness, simplicity (Ch. 28, Ch. 37), vacantness (Ch. 11, Ch. 16), mother, and infant. Laozi argues not merely the recovery of human nature in accordance with the Tao which is the order of nature and human beings, but the balance between the nature and humans.

In terms of education, Laozi also highlights reciprocal harmony to maintain the order of nature and humans through the theories of “teaching without words” and “doing nothing.” The theories support ‘discard wisdom’ (Ch. 19), ‘renounce learning’ (Ch. 20), ‘hiding the light’ (Ch. 36), ‘forget knowledge’ (Ch. 48), and

‘do admirable words and admirable deeds’ (Ch. 62), ‘act without acting’ (Ch. 63), and ‘learn what do not learn’ (Ch. 64). Considering the above pedagogical approach of Laozi’s metaphors and symbols, Laozi’s educational thoughts are: (1) to view the Tao and to practice ‘its operation’ (virtue), (2) to learn what people do not learn, (3) to discard doing anything by human knowledge and wisdom, (4) to follow the Tao and natural law to be oneness between nature and self, (5) to cultivate one’s morality to raise others with admirable words and deeds, (6) to understand the principle of being and nothing, (7) to harmonize between nature and oneself, between others and myself, between societies, and between states, and (8) to design intuitive education through hiding the light related to the Tao.

The aims of Laozi’s education are: (1) to nurture a natural human being who follows the way of nature, with cultivating oneself, (2) to pursue the harmony and to keep the order of natural operation in human relationship, society, and state, and (3) to restore human nature with inactivity practicing the Tao every day until arriving at doing nothing.



IV. Significant Similarities and Differences: Buddha v. Laozi



The author of this study maps briefly out significant similarities and differences between Buddha and Laozi on the basis of the examination results in the previous sections. He also reviews the similarities and differences of happiness principle and educational thought from a standpoint of happiness and moral education. First, the similarities and differences of happiness principles are discussed. Next, the similarities and differences of educational thoughts are reviewed between the two sages. The author examines and discusses significant similarities and differences separately, but several major themes are redundant because the two look alike in the aspect of thoughts and principles between happiness and education.

First of all, the commonly significant similarities of the happiness principles between Buddha and Laozi are: (1) to cultivate oneself for moral life, (2) to recover or pursue human nature, (3) to harmonize mutuality, (4) to emphasize training and practice for happiness, and (5) to maintain the heart of mercy or love, and to discard greed, hatred, and delusion or mundanity.

In spite of several similarities, the two great thinkers have several differences regarding happiness principle as the following: (1) to morally cultivate oneself, Buddha asserts the practice of the Middle Way and the Eightfold Path, while Laozi claims the no-action living or practice of the Tao and its operation; (2) to recover human nature, Buddha suggests “Three Universal Truths,” annica, duhkha, and anatta, whereas Laozi presents the Way of nature following the Tao; (3) to harmonize each other, Buddha stresses the principle of cause and effect as well as the heart of great mercy; and Laozi teaches following the Tao and natural law to be oneness between nature and self; (4) to emphasize higher training and practice for happiness, Buddha teaches the Four Noble Truths and the Eightfold Path that lead to renounce desire, to extinguish suffering, to purify the heart, to stop the cycle of rebirth, and to attain perfect liberation, that is, nirvana which is the state of true happiness, but Laozi discourses the attainment of the Tao (Way) and its operation Te (virtue), with “inaction and naturalness” (無爲自然); and (5) to maintain the heart of mercy or love, Buddha in his Suttas advises to keep the heart of mercy, compassion, and purity, while Laozi in Tao Te Ching recommends love, thrift, and modesty for a happy life and a harmonious society.

Next, the significant similarities of educational thoughts between two great sages are: (1) learning and practice absolute truth, (2) moral cultivation for a good life, (3) reciprocal harmony or balance for a peaceful society and world, (4) the recovery of human nature with intuitive and holistic approaches, (5) the respect of human life and nature, and (6) the attainment of happiness.

Despite these similarities, the two great thinkers have some differences about educational thought as follows:

First, for learning and practice absolute truth, Buddha highlights the learning and higher training of his teaching and wisdom to purify the heart and to understand the absolute truth (Dhamma) with mindful teaching and learning, whereas Laozi emphasizes the following the natural way and its operation to know the Way (Tao) of Heaven, with wordless teaching and doing non-action. Laozi also insists that one should learn what people do not want to learn, with the method of inaction and naturalness, and that one should discard common knowledge and wisdom.

Second, regarding moral cultivation for a good life, Buddha presents the moral conduct (Sanskrit: śīla, Pali: sīla) division of the Noble Eightfold Path for the higher training of morality. The Buddha suggests “Five Precepts” as the method of practice moral or ethical conduct training through three paths, such as right speech, right action, and right livelihood. On the other hand, Laozi claims that one should cultivate one’s morality to raise others with admirable words and deeds as well as to know oneself and others. He also insists that one should devote oneself to the Tao every day to diminish one’s doing till one arrives at doing nothing.

Third, toward keeping reciprocal harmony or balance for a peaceful society and world, Buddha proposes the Middle Path, not only for the practice of middle path but also for the harmony of our good life. As this path leads to a state of harmony and balance, so it encourages reciprocal harmony or balance for a peaceful society and world. On the contrary, Laozi asserts that one should follow the Tao and natural law to be oneness between nature and self, to harmonize between others and myself, between societies, and between states.

Fourth, for recovering the human nature, Buddha presents the higher training of mental discipline (samadhi) in the Noble Eightfold Path through right effort (samma vayama), right mindfulness (samma sati), and right concentration (samma samadhi), not just for the practice of meditation but for the recovery of human nature. On the other hand, Laozi argues the restoration of human nature with inactivity practicing the Tao every day until arriving at doing nothing.

Fifth, for the respect of human life and nature, Buddha proposes the “Five Precepts” which highlights human rights and the esteem of nature, whereas Laozi argues not only the oneness between nature and oneself but also human beings as part of nature.

Last, regarding the attainment of happiness, Buddha instructs the Middle Way, the Four Noble Truths, and the Noble Eightfold Path, which present how to attain true happiness as well as how to cultivate and to encourage morality and mentality. On the other side, Laozi teaches the achievement of the Tao (Way) and its operation Te (virtue), with following “inaction and naturalness” (無爲自然).



V. Conclusion



The purpose of this position paper is to explore the happiness principles and educational thoughts of Buddha and Laozi. To discuss the paper systematically, three research questions are addressed. First, what are the happiness principles of Buddha and Laozi? Second, what are the educational thoughts of Buddha and Laozi? Third, what are significant similarities and differences between the two sages? In order to defend the research questions, a descriptive content analysis method will be used with a cross-cultural comparative approach. As for the limitations of this study, the principle of happiness is mainly discussed from a viewpoint of ethical philosophy, and the thought of education is reviewed from the perspective of happiness or moral education. This position paper is focused on the Dhammapada, the Dhammacakkappavattana Sutta of Buddha, and on the Tao Te Ching of Laozi. The author in this study has used the second resources in English as well as in the classical Chinese language. The significance of the study is to provide the basic theories and the valuable resources of contemporary and future education, especially happiness and moral education, for educational theorists and practitioners in the world in the aspect of the mutual understanding of two different cultures.

The research results of the study are briefly summed up as the following:

First, the happiness principle of Buddha is summarized in the ‘the Middle

Way’ and ‘The Four Noble Truths.’ The Buddha highlights that happiness can be attained through practicing the Middle Way and the Eightfold Path. Especially, the Eightfold Path is a way to extinguish human suffering (Duhkha-nirodha-marga) and to attain nirvana (absolute happiness, the summum bonum destination) (Keown, 2004). The Buddha strongly argues that ethical cultivation and spiritual training, such as to keep peaceful and positive mind, to have mercy and compassion, to discard greed, hatred, and delusion, and to practice mindfulness, meditative concentration, and insight, are necessary to achieve authentic happiness.

On the contrary, Laozi in the Tao Te Ching claims that the primary principle of happiness is to attain the Tao (Way), and the following principle is to practice virtue (Te). Laozi also emphasizes the theory of “inaction and naturalness” (無爲自然) according to the Tao and its operation. The Tao Te Ching presents several major concepts and principles of happiness: doing nothing, following the nature like water, returning to the primordial nature, filling with emptiness, harmonizing between Yin and Yang, following the Tao and natural law to be oneness between self and nature, living rustic life with inaction and naturalness, desiring what one does not desire, knowing the self and others, hiding the light, and following the Way of Heaven (Lee, 2016, pp.

18-19).

Second, Buddha in his Suttas suggests several major educational thoughts. Especially, Dhammacakkappavattana Sutta shows the Noble Eightfold Path which contains the threefold divisions of Buddhist training and discipline -- moral conduct (sila), mental discipline (samadhi), and wisdom (panna) -- can be considered as the three principles of education -- behavioural modification, mental cultivation, and intellectual development --, and also regarded as the foundations to set the goals and objectives of education (Ba, 2011, p. 225). In terms of religion or happiness education, several good qualities, such as full-awakening, peaceful equanimity, and nirbanic happiness, that Buddha instructed can be regarded as the purposes of life as well as of education (Ibid., p. 227).

On the other hand, Laozi’s educational thoughts: (1) to view the Tao and to practice ‘its operation’ (virtue), (2) to learn what people do not learn, (3) to discard doing anything by human knowledge and wisdom, (4) to follow the Tao and natural law to be oneness between nature and self, (5) to cultivate one’s morality to raise others with admirable words and deeds, (6) to understand the principle of being and nothing, (7) to harmonize between nature and oneself, between others and myself, between societies, and between nations, and (8) to design intuitive education through hiding the light related to the Tao. The aims of Laozi’s education are: (1) to nurture a natural human being who follows the way of nature, with cultivating oneself, (2) to pursue the harmony and to keep the order of natural operation in human relationship, society, and state, and (3) to restore human nature and to practice the Tao everyday with “inaction and naturalness” until arriving at doing nothing.

Third, in the previous section of this paper, the author has examined the similarities and differences of happiness principle and educational thought between the two sages from a standpoint of happiness and moral education.

In conclusion, based on the research results of this paper reviewed, the author suggests that the principles of happiness as well as the thoughts of education may seem to impart the useful resources and valuable theories of happiness or moral education to contemporary or future educational practitioners and theorists in order to build not merely the healthy morals of individuals, but the harmony of societies for our happiness and peace. For future research, it is recommended that the future paper be broadly undertaken to explore the merits of the teaching and wisdom of great thinkers in the classics of both worlds, with various research methodology. Finally, the author asserts that the current society centered on highly scientific and pragmatic knowledge may be thrown into confusion or despair, unless we encourage intuitive and holistic education approaches which Buddha and Laozi suggested in their scriptures. Thus, the researcher suggests that the present and future education should put emphasis on spiritual training or moral cultivation to be able to pursue harmonious happiness and peace.



Acknowledgments

The author, Jeong-Kyu Lee (July 15, 1950 – present), would like to make a grateful acknowledgment for two great sages, Buddha and Laozi, who produced spiritually stupendous achievements in the cultural history of the world. Particularly, I (Jeong-Kyu Lee) am thankful to my beloved wife (Okhee), my lovely daughter (Kirym), and my precious grandson (Theo) who have given me love, hope, and happiness for their support and devotion. I willingly dedicate this academic article to my lovely family members who live in Calgary, Canada with my heartfelt love and deep gratitude. Moreover, I wish for the health and happiness of all the people who have coped with COVID-19 (Coronavirus disease).



References

Abbott, C.(2012) Tao Te Ching: Word For Word: Translation and Commentary.

CreateSpace Independent Publishing Platform.

Aich, T. K. (Jan. 2013). Buddha Philosophy and Western Psychology, Indian Journal Psychiatry, 55(Suppl 2): S165–S170. Retrieved May 10, 2020 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3705677/

Altekar, A. S. (1948). Education in Ancient India (3rd ed., Revised and Enlarged). Benares: Nand Kishore and Bros., Educational Publishers.

Ananda, W. P. Gurge (1971). The Contribution of Buddhism to Education (A paper presented in the International Seminar of Buddhism), Delhi.

Anderson, C. S.(1999), Pain and Its Ending: The Four Noble Truths in the Theravada Buddhist Canon. Routledge.

_____________.(2013). Pain and Its Ending: The Four Noble Truths in the Theravada Buddhist Canon. Routledge.

Ba, Vo Van (2011). A Study of Buddhist Educational Thought as Reflected in the Noble Eightfold Path and Its Relevance to Contemporary Education with Special Reference to the Sutta-Pitaka. Doctoral dissertation, Savitribai Phule Pune University. Pune, Maharashtra, India.

Baroni, H. J.(2002). The Illustrated Encyclopedia of Zen Buddhism. Rosen Pub Group.

Baxter, W. H. & Sagart, L.(2014). Baxter-Sagart Old Chinese Reconstruction,

Version 1.1 (Sep. 20, 2014). Retrieved May 12, 2020 from

http://ocbaxtersagart.lsait.lsa.umich.edu/BaxterSagartOCbyMandarinMC2014-

09-20.pdf

Bien, T.(2011). The Buddha's Way of Happiness: Healing Sorrow, Transforming Negative Emotion, and Finding Well-Being in the Present Moment. Oakland, CA: New Harbinger Publications, Inc.

Blomfield, V.(2011). Gautama Buddha: The Life and Teachings of the Awakened One. London, Quercus Books Co.

Bodhi, Bhikkhu (1994). Noble Eightfold Path: The way to the end of suffering. Kandy: Buddhist Publication Society.

_____________ (2020). Reading the Buddha's Discourses in Pali: A Practical Guide to the Language of the Ancient Buddhist Canon. Wisdom Publications. Bowker, J.(1997). The Oxford Dictionary of World Religions. 1st edition, Oxford University Press.

Brekke, T. (1999). The Religious Motivation of the Early Buddhists, Journal of the American Academy of Religion, 67(4).

Bridgewater, N. J.(2017). Mindfulness: Five Ways to Achieve Real Happiness, True Knowledge and Inner Peace (Five Ways to Be Book 1). February 22, 2017 Kindle Ed. Sold by: Amazon.com Services LLC.

Brown, B. A. & et al. (2016). Four Testaments: Tao Te Ching, Analects, Dhammapada, Bhagavad Gita: Sacred Scriptures of Taoism, Confucianism, Buddhism, and Hinduism. Rowman & Littlefield Publishers.

Bryce, D. et al.(eds.)(1991). Tao-Te-Ching. York Beach: Samuel Weiser.

Buddha Dharma Education Association (BDEA, Inc. & BuddhaNet. (2008). Lumbini – birthplace of the Buddha, Retrieved April 29, 2020 from http://www.buddhanet.net/e-learning/buddhistworld/lumbini.htm

Burke, Marion (2011). The pursuit of happiness: a review of “Buddha's Brain,”

Retrieved May 4, 2020 from https://www.ncbi.nlm.nih.gov/pmc/articles/

PMC3705677/

Buswell, R. E. Jr. & Lopez, D. Jr.(2013). The Princeton Dictionary of Buddhism.

Princeton University Press.

Cane, E. P.(2002). Harmony: Radical Taoism Gently Applied. Trafford Publishing. Chan, A. K.(2018). Laozi, Stanford Encyclopedia of Philosophy. Retrieved June

1, 2020 from https://plato.stanford.edu/entries/laozi/

Chan, W. T.(1963). The Way of Lao Tzu. Indianapolis: Bobbs-Merrill. Chiang, S. L.(2009). Visions of Happiness: Daoist Utopias and Grotto Paradises in Early and Medieval Chinese Tales, Utopian Studies 20, No. 1, pp. 97–120. Clarici, L. A.(2019). The Educational Theory of Siddhartha Gautama Buddha, Retrieved May 10, 2020 from https://www.newfoundations.com/GALLERY/

Buddha.html

Clarke, J. J.(2000). The Tao of the West: Western Transformations of Taoist Thought. London: Routledge.

Compton, W.(2012). Eastern Psychology: Buddhism, Hinduism, and Taoism.

North Charleston, SC: CreateSpace.

Conze, E. (trans.)(1959). Buddhist Scriptures. London: Penguin.

Dalai Lama, the 14th & Cutler, H. C.(1999). The Art of Happiness: A Handbook for Living. New York: Riverhead Books.

Davids, T. W. R. & Stede, W. (1921). Pali-English Dictionary. Motilal Banarsidass.

Deng, J., Li, T., Wang, J. & et al.(2020). Optimistically Accepting Suffering Boosts Happiness: Associations Between Buddhism Patience, Selflessness, and Subjective Authentic-Durable Happiness. Journal of Happiness Studies, 21, pp. 223–240.

Dreher, D. (2000). The Tao of Inner Peace. Revised ed. edition (November 1, 2000), New York, New York: Penguin Putnam Inc.

Dyer, W. W.(2008). Living the Wisdom of the Tao: The Complete Tao Te Ching and Affirmations. Hay House Inc.

Dyer, W. W. & House, H.(2006). Change Your Thoughts, Change Your Life: Living the Wisdom of the Tao. Audiobook, Hay House Inc.

Eliade, M.(1984). The Quest: History and Meaning in Religion. University of Chicago Press.

Epstein, M.(1995). Thoughts Without a Thinker: Psychotherapy from a Buddhist Perspective. New York: Basic Books.

_________(2018). Advice Not Given: A Guide to Getting Over Yourself. Penguin Books.

Feng, G. & English, J.(1974). Lao Tsu: Tao Te Ching. Vintage Books. Fink, Charles K.(April 2013). Better to Be a Renunciant Buddhism, Happiness, and the Good Life, Journal of Philosophy of Life, 3 (2), pp. 127-144.

Fischer-Schreiber, I. & et al.(1994). The Encyclopedia of Eastern Philosophy and Religion. Sambhala Unabridged Version edition.

Fromm, E.(1970). Zen Buddhism and Psychoanalysis. Harper Collins. Fromm, E. & et al.(1974). Zen Buddhism and Psychoanalysis. Souvenir Press (first published 1959).

Fu, Qinjia (傅勤家)(1996). 道教史概論(Daojiaoshigailun). Taipei: 臺灣商務印書館.

Fung, Y. & Bodde, D.(1997). A Short History of Chinese Philosophy. Free Press.

Gethin, R.(1998). Foundations of Buddhism. Oxford University Press.

Giles, L. et al.(1905). The Sayings of Lao Tzu, The Wisdom of the East. New York: E.P. Dutton & Co.

Glanz, J.(1997). The Tao of Supervision: Taoist Insights into the Theory and Practice of Educational Supervision, Journal of Curriculum and Supervision, 12 (3), pp. 193-211.

Goldstein, J.(2011). One Dharma: The Emerging Western Buddhism (Kindle ed.).

HarperCollins.

Gombrich, R.(2006). Theravada Buddhism. Routledge.

Graham, A. C.(1986). The Origins of the Legend of Lao Tan, Singapore: Institute of East Asian Philosophies. Reprinted in A. C. Graham, Studies in Chinese Philosophy and Philosophical Literature, Albany: State University of New York Press, 1990, 111–124.

Greenwalt, K. A. & Nguyen, C. H.(2017). The Mindfulness Practice, Aesthetic Experience, and Creative Democracy, Education and Culture, 33 (2), Article 4.

Guruge, W. P. A. (1990). Buddhist education, In G. P. Malalasekera et al. (Eds.), Encyclopedia of Buddhism (Vol. V) (pp. 22-35). Sri Lanka: The Government of Sri Lanka.

Gunaratana, B. H.(1995). The Jhanas in Theravada Buddhist Meditation. Kandy, Sri Lanka: Buddhist Publication Society.

______________.(2001). Eight Mindful Steps to Happiness: Walking the Buddha's Path. London: Wisdom Publications.

______________.(2012). The Buddhist Concept of Happiness, Buddhist Publication Society Newsletter. No. 68, Second Mailing 2012.

Gyatso, G. K.(2007). Introduction to Buddhism: An Explanation of the Buddhist Way of Life. Tharpa Publications.

__________. (2011). Eight Steps to Happiness: The Buddhist Way of Loving Kindness. Tharpa Publications.

Gyatso, L.(1994). The Four Noble Truths. First Edition, Snow Lion: Shambhala Publications.

Hanson, R. & et al.(2011). Buddha's Brain: The Practical Neuroscience of

Happiness, Love & Wisdom. Audible Audiobook – Unabridged, Brilliance Audio.

Hardy, J.(1998). Influential Western Interpretations of the Tao-te-ching, in Laotzu and the Tao-te-ching, Livia Kohn & Michael LaFargue (eds.), Albany: State University of New York Press, 165–188.

Harvey, G.(2016). Religions in Focus: New Approaches to Tradition and Contemporary Practices. Routledge.

Harvey, P.(2012). An Introduction to Buddhism: Teachings, History and Practices. Cambridge University Press.

Heller, D.(2012). Taoist Lessons for Educational Leaders: Gentle Pathways to Resolving Conflicts, ERIC Number: ED530696.

Henricks, R. G.(2010). Lao-Tzu: Te-Tao Ching: A New Translation Based on the Recently Discovered Ma-wang tui Texts (Classics of Ancient China). Kindle Edition, Reprint edition (November 24, 2010), Ballantine Books.

Hirakawa, A.(1990). A History of Indian Buddhism: From Sakamuni to Early Mahayana. University of Hawaii Press.

Hoff, B.(1981). The Way to Life: At the Heart of the Tao Te Ching. Weatherhill; 1st edition (August 1, 1981).

Jardine, D. W.(2016). In Praise of Radiant Beings (Current Perspectives on

Confucianism, Taoism, Buddhism, and Education). Information Age Publishing.

Jardine, D. W. & Gilham, H. et al. (January 1, 2015). On the Pedagogy of Suffering:

Hermeneutic and Buddhist Meditations. 1st edition, Kindle edition. International Academic Publishers: Peter Lang Inc.

Johanson, G. & Kurtz, R. S.(2011). Grace Unfolding: Psychotherapy in the Spirit of Tao-te ching. Harmony; Reprint edition (February 16, 2011).

Johnston, C.(2013). The Tao The King: An Interpretation of Lao Tse’s Book of the Way of Righteousness. 1st Edition, Create Space Independent Publishing Platform. Keiser, D. L.(2013). Killing Mosquitoes and Keeping Practice: Teacher Education as Sustaining Paradox, Frontiers of Education in China, 8 (1), pp. 28-40.

Keown, D.(2000). Buddhism: A Very Short Introduction (Kindle ed.). Oxford University Press.

________. (2004). A Dictionary of Buddhism. Oxford University Press.

Khakhlary, M.(2019).The Importance of Buddhist Education System, · Retrieved May 9, 2020 from https://www.researchgate.net/publication/330799064_The_ Importance_of_Buddhist_Education_System/link/5c547682299bf12be3f3e99c/d ownload

Kohn, L.(1998). “The Lao-tzu Myth,” in Lao-tzu and the Tao-te-ching, edited by Livia Kohn and Michael LaFargue, Albany: State University of New York Press,

41–62.

_______ (ed.). (2000). Daoism Handbook, Leiden and Boston: Brill.

Kohn, L. & LaFargue, M. (ed.) (1998). Lao-tzu and the Tao-te-ching. Albany:

State University of New York Press,

Kohn, M. H.(1991). The Shambhala Dictionary of Buddhism and Zen. Boston: Shambhala.

Kuan, T.(2008). Mindfulness in Early Buddhism: New approaches through psychology and textual analysis of Pali, Chinese and Sanskrit Sources. London: Routledge.

LaFargue, M.(1992). The Tao of the Tao Te Ching (Suny Series in Chinese Philosophy & Culture). 1st edition, Albany: State University of New York Press.

Langan, R. & Coles, R.(2006). Minding What Matters: Psychotherapy and the Buddha Within. Wisdom Publications.

Langer, E. J.(1993). A mindful education, Educational Psychologist, 28 (1), 43 -

50.

Lau, D. C.(1989). Tao Te Ching. Hong Kong: Chinese University Press. Laumakis, S.(2008). An Introduction of Buddhist Philosophy. Cambridge; New York: Cambridge University Press.

Lee, Jeong-Kyu (1998). Religious Factors Historically Affecting Premodern

Korean Elite/Higher Education, SNU Journal of Education Research, v8, pp. 31-

63.

_____________ (2012). Higher Education in Korea: The Perspectives of Globalization & Happiness. Paju, S. Korea: Korean Studies Information Ltd., Co. _____________ (2016). Education and Happiness in Ancient Asian Wisdom: Reflections from Indian & Chinese Classics, ERIC Number: ED570181. _____________ (2017a). Higher Education and Happiness: The Perspectives of the Bible and Tao Te Ching, ERIC Number: ED572672.

_____________ (2017b). Higher Education: Teach Happiness and Wisdom, ERIC Number: ED574581.

_____________ (2017c). The Pedagogy of Happiness and Death: From the Perspectives of Buddhism and Christianity, ERIC Number: ED577254. _____________ (2018). What Is Happy Death? From the Perspective of Happiness Education, ERIC Number: ED579147.

_____________ (2019a). Why Do Universities Need Either Happiness Education or Religion Education? ERIC Number: ED598319.

______________ (2019b). Religion and Happiness in Korean Higher Education, ERIC Number: ED597136.

______________ (2020). Educational Philosophy and Happiness Principle of Plato and Mencius, ERIC_Number: ED603176.

Legge, J.(trans.)(1891). Tao Te Ching: The Book about the Way and Its Power. (Sacred Books of the East, Vol. 39). Retrieved May 20, 2020 from https://www.sacred-texts.com/tao/taote.htm

Lin, D. & et al.(2015). The Tao of Happiness: Stories from Chuang Tzu for Your Spiritual Journey. Gildan Media LLC, Audiobook.

Liu, O. P. & Tee, O. P.(2014). Teaching Students of Today: The Buddha's Way, International Journal of Progressive Education, 10 (2), pp. 43-55.

Lobel, D.(2017). Philosophies of Happiness: a Comparative Introduction to the Flourishing Life. New York: Columbia University Press.

Lynn, R. J.(2004). The Classic of the Way and Virtue, Tao-te ching. New York:

Columbia University Press.

Marinoff, L.(2014). The Power of Tao: A Timeless Gide to Happiness and Harmony. Argo Navis.

Maspero, H. (1988). Taoism and Chinese Religion. University of Massachusetts Press.

Mathews, R. H.(1993). Mathews’ Chinese-English Dictionary. Cambridge, Mass.: Harvard University Press.

Mazumder, N. N.(2015). A History of Education in Ancient India. Andesite Press. McLeod, C. (2007). The Noble Path of Socially-Engaged Pedagogy: Connecting teaching and learning with personal and societal well-being (Ph.D. Thesis). The University of British Columbia, Okanagan.

Mijares, S. G.(2015). Modern Psychology and Ancient Wisdom. 2 edition, Routledge.

Mollier, C.(2009). Buddhism and Taoism Face to Face: Scripture, Ritual, and

Iconographic Exchange in Medieval China. 1 edition, University of Hawaii Press. Monzo, M. P.(2018). The Buddha and the Baby: Psychotherapy and Meditation in Working with Children and Adults (1 edition). Routledge.

Mookerji, R.(2011). Ancient Indian Education: Brahmanical and Buddhist (New edition). Motilal Banarsidass Publishers.

Moon, S.(2015). "Wuwei" (Non-Action) Philosophy and Actions: Rethinking

"Actions" in School Reform, Educational Philosophy and Theory, 47 (5), pp. 455473.

Narada, M. T.(1995). A Manual of Buddhism. Corporate Body of the Buddha Educational Foundation.

Nguyun-Huong, B. D.(2005). Buddhist Attitude to Education, Retrieved May 12,

2020 from https://www.budsas.org/ebud/ebdha294.htm

Nyanamoli, Bhikkhu (1992). The Life of the Buddha: According to the Pali Canon. Kandy, Sri Lanka: Buddhist Publication Society.

O'Brien, B.(2020). The Buddha's Path to Happiness: An Introduction, Retrieved

May 11 from https://www.learnreligions.com/the-buddhas-path-to-happiness-

449705

Oliver, J. D.(2019). Buddhism: An introduction to the Buddha’s life, teachings, and practices. St. Martin’s Press ebook.

Prebish, C.(2000), From Monastic Ethics to Modern Society, in Keown, Damien (ed.), Contemporary Buddhist Ethics. Routledge Curzon.

Quesada, M.(2018). The Buddha on Happiness, Retrieved May 3, 2020 from https://kaiya.co/blogs/news/the-buddha-on-happiness

Rainey, L. D.(2014). Decoding Dao: Reading the Dao De Jing (Tao Te Ching) and the Zhuangzi. John Wiley & Sons. Ltd.

Rhea, M. Z.(2018). Buddhist Pedagogy in Teacher Education: Cultivating Wisdom by Skillful Means, Asia-Pacific Journal of Teacher Education, 46 (2), pp.199-216.

Ricard, M. (2014). A Buddhist View of Happiness, Journal of Law and Religion, Volume 29, Issue 1, pp. 14-29.

Richey, J. L.(2018). Daoism in Japan (Routledge Studies in Taoism). 1st edition, Routledge.

Rinpoche, Lama Zopa (2018). The Four Noble Truths: A Guide to Everyday Life. Wisdom Publications.

Ro, Y. C.(2019). Dao Companion to Korean Confucian Philosophy (Dao Companions to Chinese Philosophy Book 11). Springer, 1st edition (August 20, 2019).

Santee, R.(2020). The Daoist Art of Happiness, Retrieved May 6, 2020 from https://www.communityawake.com/a/the-daoist-art-of-happiness

Shantideva (2006). The Way of the Bodhisattva: A Translation of the Bodhicharyavatara. (trans.) Padmakara Translation Group, 2nd ed., Boston: Shambhala.

Sima, Qian & Watson, B.(2011). Records of the Grand Historian. Columbia University Press; 3rd edition (February 10, 2011).

Smith, D. G.(2019). CONFLUENCES Intercultural Journeying in Research and Teaching (Current Perspectives on Confucianism, Taoism, Buddhism, and Education). Information Age Publishing.

Spiro, M. E.(1982). Buddhism and Society: A Great Tradition and Its Burmese Vicissitudes. University of California Press.

Suzuki, D. T. et al.(eds.)(1913). The Canon of Reason and Virtue: Lao-tze's Tao Teh King. La Salle: Open Court.

Taylor, B.(2012). The Five Buddhist Precepts. Kindle Edition. Amazon.com Services LLC.

Thanissaro, Bhikkhu (trans.)(1993). Dhammacakkappavattana Sutta (Setting the

Wheel of Dhamma in Motion): SN 56.11. from the Pali Canon by Thanissaro

Bhikkhu, Retrieved May 15 from https://www.accesstoinsight.org/tipitaka/sn/index.html#sn56; https://www.accesstoinsight.org/tipitaka/sn/sn56/sn56.011.than.html

________________ (trans.)(1997). Tipitaka Khuddaka Dhammapada, Retrieved May 16, 2020 from https://www.accesstoinsight.org/tipitaka/kn/dhp/dhp.15.than.

html

Thaper, R.(2002). The Penguin History of Early India: From Origins to AD1300. Penguin.

Thero M. P.(2017). Share the Vision on Buddhist Philosophy of Education, Asia Pacific Journal of Contemporary Education and Communication Technology, 3 (2), 100-116.

Thich, Nhat Hanh (1998). The Heart of the Buddha's Teaching: Transforming Suffering into Peace, Joy, and Liberation. New York: Broadway Books. _______________ (2006). Two Treasures: Buddhist Teachings on Awakening and True Happiness. Berkeley, CA: Parallax Press.

___________________(2009). Happiness - Essential Mindfulness Practices.

Berkeley, CA: Parallax Press.

_______________(2015). The Heart of the Buddha's Teaching: Transforming Suffering into Peace, Joy, and Liberation. Harmony.

__________________ (April 15, 2019). 5 Practices for Nurturing Happiness, Lion’s Roar. Retrieved May 3, 2020 from https://www.lionsroar.com/5-practices-fornurturing-happiness/

Trainor, K.(2004). Buddhism: The Illustrated Guide. Oxford University Press.

Tran, T. C.(2004). The Buddha and the Way to Happiness. Infinity Publishing. Trapp, J.(trans,)(2019). Tao Te Ching (Dao De Jing): The Way to Goodness and Power (Chinese Bound Classics). Sterling Children's Books.

Vetter, T.(1988). The Ideas and Meditative Practices of Early Buddhism. Brill. Walker, N. R.(2013). Reforming the Way: The Palace and the Village in Daoist Paradise, Utopian Studies, 24 (1), 2013, pp. 6-22.

Wang, H.(2013). A Nonviolent Approach to Social Justice Education, Educational

Studies: Journal of the American Educational Studies Association, 49 (6), pp. 485503.

Wang, Y. & Wawrytko, S. A.(2019). Dao Companion to Chinese Buddhist Philosophy (Dao Companions to Chinese Philosophy (9)). Springer.

Wayment, H. A., Wiist, B., Sullivan, B. M. et al.(2011). Doing and Being: Mindfulness, Health, and Quiet Ego Characteristics among Buddhist Practitioners, Journal of Happiness Studies, 12, pp. 575–589.

Webster, D.(2005). The Philosophy of Desire in the Buddhist Pali Canon.

Routledge.

Weischede, G. & Zwiebel, R.(2015). Buddha und Freud - Präsenz und Einsicht: Über buddhistisches und psychoanalytisches Denken (German Edition). Vandenhoeck and Ruprecht.

Wen, L. & Hwang, K. P.(2008). A Study on the Application of Laozi's Thoughts on Educational Leadership and Management, Asia Pacific Education Review, 9

(3), pp. 262-269.

White, W.(1998). Chasing the Buddha: Bringing Meditation to Experiential Education, ERIC Number: ED431578.

Williams, P.(2000). Mahayana Buddhism: The Doctrinal Foundations. Routledge.

_________.(2002). Buddhist Thought (Kindle ed.). Taylor & Francis.

Wilson, S.(2014). Taoism: Master the Art to Achieve Inner Peace and Happiness by Learning Taoism Today. Kindle Edition.

Winzer, L., Gray, R. S.(2019). The Role of Buddhist Practices in Happiness and

Health in Thailand: A Structural Equation Model. Journal of Happiness Studies, 20, pp. 411–425.

Wynne, A.(2007). The Origin of Buddhist Meditation. Routledge.

Yang, F.(2019). Taoist Wisdom on Individualized Teaching and Learning-Reinterpretation through the Perspective of "Tao Te Ching", Educational Philosophy and Theory, 51(1), pp. 117-127.

Yeh, Theresa Der-lan (Spring/Summer 2006). The Way to Peace: A Buddhist Perspective, International Journal of Peace Studies, Volume 11, Number 1.

Yiping, S.(2010). Taoist View of Happiness: Its Impacts on Modern Life, Retrieved May 12, 2020 from http://www.zjujournals.com/soc/EN/Y2011/ V41/I1/72

Zhang, E. Y.(2018). Chapter 6. Daoism, Utopian Imagination, and Its Discontents, in Imagination: Cross-Cultural Philosophical Analyses. Bloomsbury Academic.

Zhang, G., Veenhoven, R.(2008). Ancient Chinese Philosophical Advice: can it help us find happiness today? Journal of Happiness Studies, 9, pp. 425–443.





Internet Sources



The following internet sources were retrieved from April 10, 2020 to June 15, 2020. https://ctext.org/dao-de-jing https://kaiya.co/blogs/news/the-buddha-on-happiness

http://ocbaxtersagart.lsait.lsa.umich.edu/BaxterSagartOCbyMandarinMC2014-

09-20.pdf https://plato.stanford.edu/entries/laozi/

https://studybuddhism.com/en/advanced-studies/lam-rim/the-five-paths/theeightfold-noble-path

https://www.accesstoinsight.org/tipitaka/kn/dhp/

https://www.accesstoinsight.org/tipitaka/kn/dhp/dhp.15.than.html

https://www.accesstoinsight.org/tipitaka/sn/index.html#sn56 https://www.accesstoinsight.org/tipitaka/sn/sn56/sn56.011.than.html http://www.buddhanet.net/e-learning/buddhistworld/lumbini.htm https://www.budsas.org/ebud/ebdha294.htm https://www.communityawake.com/a/the-daoist-art-of-happiness https://www.holybooks.com/wp-content/uploads/Dhamma-Verses.pdf http://www.intratext.com/IXT/ENG0137/

https://www.learnreligions.com/the-buddhas-path-to-happiness-449705 https://www.lionsroar.com/5-practices-for-nurturing-happiness/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3705677/ https://www.newfoundations.com/GALLERY/Buddha.html

https://www.researchgate.net/publication/330799064_The_Importance_of_Budd hist_Education_System/link/5c547682299bf12be3f3e99c/download https://www.sacred-texts.com/tao/taote.htm, James Legge, Tao Te Ching http://www.zjujournals.com/soc/EN/Y2011/ V41/I1/72 www.buddhanet.net › pdf_file › dhammapadatxt1



*Author:

Jeong-Kyu Lee (July 15, 1950 – present, born in Tongyoung in South Korea), educational scholar and poet, is The 2017-19 Albert Nelson Marquis Lifetime

Achievement Award Winner, Marquis Who’s Who in the World 24th-37th Edition (2007-2020), a listed educator with a degree of Philosophy of Doctor (Higher Educational Administration at The University of Texas at Austin), former President of Central College, Canada, Guest Scholar of the University of British Columbia, Canada, Research Fellow of Korean Educational Development Institute (KEDI) under the Korean Government, Joint Professor of Hongik University in Seoul, former Columnist at University News Network in South Korea, and reviewer of several international journals, such as The Cambridge Journal of Education, Higher Education, Educational Administration and Policy Studies, Radical Pedagogy, etc.

Dr. Jeong-Kyu Lee’s academic articles and books have been published in domestic and several foreign countries, and international organizations such as South Korea, Canada, the U.S.(ERIC), the U.K., France, Mexico, Spain, India, China, OECD, UNESCO (IAU/HEDBIB), and the UN (UNPAN). A number of academic articles and books were written in English and Korean, and several articles were translated into French, Spanish, and Chinese. There are three poetical works: The Songs of Nature and Spirituality, The Songs of Mountain Villages, and The Songs of Life.